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Making Homework Easier: Tips and Tools for Parents 

posted on September 20, 2023

By Stephanie Yamkovenko , group manager of Khan Academy’s Digital Marketing Team.

Homework can present challenges for parents and children alike. You naturally want to provide support for your child’s learning journey and ensure they are reaching their full potential. In this blog post, we will delve into practical strategies to assist your child with their homework. From fostering understanding and offering encouragement to breaking down tasks and implementing rewards, we will explore a variety of effective approaches to help your child achieve academic success.

Step 1: Set Up Your Child for Success

Your child’s study environment can have a significant impact on their homework performance. Create a space that is free from distractions like the television, smartphones, or noisy siblings. The study space should be comfortable, well lit, and have all the necessary materials your child might need, such as pens, papers, and textbooks. If your child’s workspace is noisy or uncomfortable, they may have difficulty focusing on their homework, resulting in lower productivity. 

For example, if you live in a small apartment, consider setting up a designated corner with a small desk or table where your child can focus on their work. You can use dividers or screens to create a sense of privacy and minimize distractions.

If the only place to do homework is in the dining room or kitchen, try to establish a routine where the area is cleared and organized before study time. This can help signal to your child that it’s time to concentrate and be productive.

Remember, it’s important to adapt to your specific circumstances and make the best of the available space. The key is to create a dedicated study area that promotes focus and minimizes interruptions regardless of the size or location of your home.

Try Confidence Boosters for Your Child Here!

Step 2: make it fun.

It’s important to make homework fun and engaging for your child. Here are some examples of how you can do it:

• Use games : Incorporate educational games like card games, board games, or puzzles that align with the subject your child is learning. For instance, use Scrabble to practice spelling or Sudoku to enhance problem-solving skills.
• Turn it into a challenge : Create a friendly competition between siblings or friends by setting goals or time limits for completing assignments. Offer small rewards or incentives for accomplishing tasks.
• Make it interactive : Use hands-on activities or experiments to reinforce concepts learned in class. For science or math, conduct simple experiments at home or use manipulatives like blocks or counters to visualize abstract concepts.
• Use technology : Explore online educational platforms or apps that offer interactive learning experiences. There are various educational games, virtual simulations, and videos available that can make homework more enjoyable.
• Incorporate creativity : Encourage your child to express their understanding through art, storytelling, or multimedia presentations. For example, they can create a comic strip to summarize a story or make a short video to explain a concept.

Remember, by making homework enjoyable, you can help your child develop a positive attitude towards learning.

Step 3: Use Rewards

Rewards can be a powerful motivational tool for children. Offering positive reinforcement can encourage them to complete their homework on time and to the best of their ability. 

Here are some examples of rewards our team has used with their children:

• Extra screen time: “I use Apple parental controls to add screen time on their iPad.”
• Access to a favorite toy: “My eight year old has a drum kit, which drives us all up the wall. (Thanks, Grandma!) But when they’ve been doing a lot of school work, we put on headphones and let him go nuts.”
• Praise for a job well done: “Specific, measurable praise is what works best.” 
• Trip to the park: “A trip to the park is good for everyone, especially for the kids to run around with the doggos.”
• Movie night: “I know every word and song lyric in Moana ; we now reserve showings for good behavior.” 
• Stickers or stamps: “Gold stars were such a thing growing up in the 80s; turns out they still work.”
• Stay up a little later: “An extra 30 minutes feels like a whole day for my young ones; use this reward with caution as it can become the expectation!”

So, celebrate your child’s efforts and encourage them to continue doing their best.

Step 4: Break Down Difficult Tasks

When facing daunting homework assignments, follow these step-by-step instructions to break down the tasks into smaller, manageable chunks:

• Understand the requirements and scope of the task.
• Break down the assignment into individual tasks or sub-tasks.  
• Splitting the middle term
• Using formula
• Using Quadratic formula
• Using algebraic identities
• Determine the order in which tasks should be completed based on importance or difficulty. 
• Start with the easiest task. Begin with the task that seems the least challenging or time-consuming.
• Progress to more challenging tasks: Once the easier tasks are completed, move on to more difficult ones.
• Take breaks: Schedule short breaks between tasks to avoid burnout and maintain focus.
• Check completed tasks for accuracy and make any necessary revisions.
• Finish the remaining task(s) with the same approach.
• Celebrate small achievements to boost confidence and keep motivation high.

By following these steps, you can make daunting homework assignments more manageable and less overwhelming for your child.

Step 5: Get Targeted Help

If your child is struggling with homework, it might be worth considering seeking personalized assistance. You have the option to search for professional tutors or explore online tutoring platforms, such as Khan Academy’s AI tutor, Khanmigo .

This AI tutor can offer personalized guidance and support tailored to your child’s specific needs, helping them grasp complex concepts and practice essential skills. Incorporating this approach can effectively complement your child’s learning and enhance their homework performance.

Enhance your child’s learning and boost homework performance!

Homework can be a challenge for both parents and children. But with the right approach, you can help your child overcome difficulties and support their learning. Encourage and understand your child, create a comfortable environment, break down difficult tasks, use rewards, get professional help when needed, and make it fun. With these tips and techniques, you can help your child achieve success, develop a love for learning, and achieve academic excellence. Remember that each child learns differently, so it’s essential to adjust your approach to meet their unique needs.

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Helping Kids with Homework: 11 Easy & Do-Able Tips for Parents

Tips for Smart Parenting 09/21/2021 11 minute read

Homework is the bane of every student, as it is for the parents.

As a matter of fact, homework is not even necessary in the first place.

Before you react, there are countless studies to validate this claim. But even if we go on a hard-fought, well-thought, debate on whether homework is important or not, homework is here to stay. 

That said, helping kids with their take-home assignments is a duty we have to fulfill. But how exactly do we do it?

Below are actionable parenting tips to help your kids with their homework without doing it for them!

You might be interested:  How to Support Kids Learning Science and Why it Matters?

Parenting Tips on How to Do Homework with Kids

We used to believe that parental availability and support while kids do their assignments is key for their class success. "The more involved parents are, the better off they would be," so to speak. 

But that is a misconception and sometimes may even be counterproductive. As Kathleen Reilly said:

“When parents are overly immersed in homework, they deny kids the chance to become more independent and confident. Worse, it can breed anxiety along the way.” 

Helping kids with homework means that you offer your support but never treat the assignment like it's your responsibility. It's challenging, but kids need to do homework on their own because the assignments deal with lessons already discussed in class. Plus, answering homework by themselves is a good way to teach independent learning .

With that in mind, here are the homework tips for parents:

1. Work Out a Working Routine

Believe it or not, children love routines because they create structure .

This helps children feel more secure because they know what to do and what's expected of them.

Face it, nobody likes homeworks. But make it easier for your kids to do their's by doing routines such as below:

What time should they start? Set a definite time when they should do their homeworks. Will it be right after they arrive from school? Should they play for an hour first? Would they do it after shower time or after dinner?

Where is their homework place? The place they choose is likely the area they feel most comfy working in. That element adds extra help when doing homework. Find a place and stick with it.

If you have multiple kids, distinct routines for each are fine. What matters is that you enforce discipline and commitment to the schedule. Write the details on a sheet of paper and post their routines on the wall!

2. Make a Homework Plan

The routine simply tackles the when and where kids do their assignments. A homework plan focuses on how they do it. 

Doing homework needs to be systematic , both for you and the child. Approach homework from a systematic point of view and you save yourselves time and whine.

The example below is the system I found most suited for my children. You can follow it or fashion your own process, whichever works best. Here's what my kids do:

Read  the directions of the homework, twice.

Determine the goal and the steps needed to achieve it.

Divide the assignment into several chunks (if logically possible).

Set time limits for each portion and mark each as complete when finished.

Helping kids with homework is not about giving them all the answers. It's about  strategizing on how to finish the homework effectively and efficiently.

3. Monitor, Don't Correct

Let's get back to basics .

What is the purpose of homework?

Homework allows teachers to gauge what the students understood in class. That said, mistakes are welcomed.

But since most parents dread the idea of making mistakes, they try to  correct each flaw too often all for a perfect remark.

Word of advice: Teachers are well-aware of how your kids perform in class, so they know the truth.

My point is, remove the notion of absolute perfection from your kids.

It's okay to make mistakes, as long as they learn how to correct them on their own ! There should be no pressure on them to avoid mistakes at all costs. Encourage an atmosphere of growth. But, make it clear to your kids they should resolve their mistakes the next time around, once they understand the correct answer.

Do this instead:

Allow your kids to ask you up to 3 questions on their homework. But, be stingy on answering their questions right away.

When they ask, reply to them something like "I can help you once I finish my chores" or "Read it again, I'll be back in a sec."

You might not realize it, but this is one subtle way to help kids with homework. When you delay your aid, you gently force them to reread the directions and rework the problem on their own.

Monitor and ask them probing questions on the reason behind their homework answers.

4. Set an Example to Imitate

Helping kids how to do homework can also mean modeling the behavior to them. This is a parenting hack that most parents fail to practice.

It can be a good motivating factor for the kids if you do chores like budgeting or computing household expenses at the same time they do their assignments.

This is one indirect way to teach kids how to do homework. Set a good example and you'll find them following your footsteps.

5. Don't Sit Beside Them

Sitting and closely monitoring your kids as they answer homework is not at all helpful.

Behind the scenes, it sends a message to their brains that you might think they can't do the work without direct supervision.

Would you like that? Of course not!

Helping kids with their homework should also tap into the emotional aspect of learning. Show them that you trust their brains by letting them do their assignment on their own. Otherwise, you shatter their self-confidence leading to feelings of inferiority.

Here are my suggestions:

Stay nearby, do chores, balance your checks, wash dishes. Basically, just be there for them, without literally sitting beside them.

6. Establish the No-Nonsense Responsibility

Make the duties of each member in the family clear.

Of course, both you and your partner have work responsibilities, and so do the kids! They're expected to be diligent with their responsibilities:

Attend classes

Work with their teachers

And of course... do their homeworks

Once they agreed to a working routine and a homework plan , then there is no turning back. Tell them to buckle their seats until they finish their tasks. Discipline matters just as much as intellect and system when dealing with homework.

7. Teach Them Time Management 

Time management is the one of the most important tools for productivity.

Once your kids learn the benefits of being in control of their time, they position themselves to a life of success. Time management is not only relevant for homework. Instilling this behavior is a must from the get-go.

One tip is using an old analog wall clock and coloring in the hour when they should do answer their homework. Once the short arm reaches it, teach them to take initiative to do their tasks.

Help them in sorting the time out too, especially, if there are multiple homework in one seating.

8. Positive Reinforcement is a Great Hack

They say the best way to man's heart is through their stomach. Well, the best way to a child's heart is through snacks and treats . (I made that up)

Instead of threatening them to limit their TV watching time or call their teachers, why not compensate their efforts with some good ol' sweets? 

Reinforcing their diligence pushes them more to do it. Scare tactics are not as good as rewards to encourage a behavior. Although, do the positive reinforcement practice sparingly.  

Appreciating their efforts is another way to help kids with homework as this motivates them. You can do this by:

Posting their aced assignments or exams

Displaying their art projects on the fridge

It showcases how much you value their efforts and how proud you are of them.

9. Walk Away Once the Whine Fest Starts

How does walking away help kids on how to do homework? Well, it doesn't. It's more for your benefit than them.

Having a rough day at work is physically and mentally exhausting . Add another layer of whining because kids don't want to do their assignments, and you enter a whole new level of stress .

If they keep on complaining, check their homework progress.

If they are only being grumpy even when they can do it, then try to motivate them. Tell them that the sooner they finish, the more time they'd have to watch their favorite TV shows .

If the homework is indeed truly difficult, then lend them a hand.

Ask their teacher about it, especially if the homework is beyond the kid's level of understanding. Inquire if it's appropriate to give kids complex problems. Their teachers would love to hear feedback from parents, on top of that, to aid the pupils with their homework!

10. Let Them Take the Lead

Their Homework is not only a test of one's learning but also of a kid's sense of responsibility .

Their answers should be theirs and they must own up if they fail to do it. If they left their homework at home, then parents shouldn't bail their kids out by bringing their assignments to class.

Matt Vaccaro, a first-grade teacher, says that he makes students do their assignment during recess if they forget to do it at home.

According to him "Once she starts missing playtime, she gets the message."

This seemingly harsh yet rightful way to deal with their negligence actually motivates the kids to be responsible in the succeeding homework. 

Helping them how to do homework is as necessary as teaching them to be responsible for it.

11. Keep Your Composure and Carry On

Homework meltdowns do occur, so be ready!

These are children's ways of saying they're overwhelmed . And sometimes these kids are indeed struggling so bad. 

Parents, please keep your composure. Breathe and stay calm . You risk compromising their progress if you too burst out in frustration. Remember that homework is an opportunity to cultivate better parent-child relationships .

Here are ways to address homework meltdowns:

A simple hug might do

Speak words of affirmation like "we'll figure it out"

Let them vent out to you while you listen calmly

Sometimes, kids just need to blow off some steam. Catering to these needs are subtle ways of helping kids with homework. See the mood change after they've burst the bubble.

If ever you did lash out (although we hope not). Apologize immediately and tell your child that you both need a timeout for 10 minutes. They can play for within that period and resume working on the homework once the time is up.

Helping kids with homework is a dual purpose. You make homework accomplishment more manageable for them and you make life easier for you. Consider the above homework tips next time your kids have assignments.

The How-to-do-Homework Hack!

Some kids might still see learning as a chore, and that's okay. I mean, who likes to wake up early and be in class when they can play at home all day?

Making the most out of their curiosity helps transform their perception of learning — from a tedious and boring chore to a fun and interactive learning experience. We believe that the way to encourage kids to do their homework is by making them see the fun in learning.

The best way to do this is using educational toys! 

The STEMscope portable microscope is a good tool to cultivate your child's curiosity. This handheld science gadget is an all-around partner for your kid's best learning! 

Once they activate their curiosity, they develop the insatiable desire to learn, after that, they will see homework as fun learning opportunity!

Check out our complete catalog of science toys to find the best toy for your kid!

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10 Top Homework Tips for Parents

In this empowering article, we present a comprehensive guide to help parents become active partners in their child's academic journey. Homework plays a vital role in reinforcing learning, promoting responsibility, and building valuable study habits. However, it can also be a source of stress and frustration for both children and parents.

Discover a wealth of practical homework tips, strategies, and best practices that will transform homework time into a positive and productive experience. From fostering a conducive study environment to establishing a consistent routine, we explore how parents can create a supportive atmosphere that encourages their child's academic growth.

Explore effective communication techniques that bridge the gap between parents and teachers, ensuring that parents are well-informed about assignments and can offer timely assistance when needed. Uncover the importance of setting realistic expectations, acknowledging the uniqueness of each child's learning style, and avoiding undue pressure.

We'll also delve into the art of motivation and encouragement, understanding the delicate balance between supporting independence and providing guidance. Learn how to turn homework into a collaborative effort, where parents act as mentors, helping their children navigate challenges and celebrate achievements.

Incorporating insights from education experts and experienced parents, this article serves as a valuable resource for parents seeking to be proactive advocates for their child's academic success. Whether you have a kindergartener or a high schooler, these homework tips will empower you to create a positive learning environment at home and foster a lifelong love for learning in your child. Embrace this opportunity to strengthen the parent-child bond through shared educational experiences, paving the way for a brighter and more rewarding academic future.

Whether your child is in elementary, middle, or high school, every child will eventually need clear and consistent help with their homework. As homework can directly impact a child’s success in the classroom and his or her overall educational development, a parent’s involvement provides a child with encouragement, support, and direction. By using positive steps proven to boost student performance, parents can intervene before a child’s struggles with homework begin to surface.

The Importance of Homework in Cognitive Development

While children often perceive homework as a form of punishment from their teacher, practicing classroom skills at home is an integral part of the developmental process. As Nucleus Learning explains, homework serves a myriad of essential purposes for both instruction and reinforcement. Most fundamentally, homework allows students to practice skills learned in school with autonomous engagement outside the classroom. As there is a limited amount of time in each school day, children are forced to accept the educational contract that they must put in the effort both in and outside of school to master all of the required material.

Adding to this, homework allows students to “Investigate on their own, learn how to find answers to questions, show that the teacher does not have an answer to everything.” Homework allows a student to more thoroughly learn and understand the material instructed; furthermore, actively engaging in homework teaches students how to become advocates for their own learning, as they can engage in an inquiry-based process of asking questions and seeking out more answers and discoveries.

Further expounding on the importance of homework, Mary Sheedy Kurcinka, the educational author of Kids, Parents and Power Struggles , asserts that parents play an immense role in a child’s successful engagement and completion of homework assignments. As she explains, “What most people don't realize is how much support their kids need with homework… It isn't something where you can just say, 'He's 10 or 12 or 15, he should just do it.’’”

Instead, a parent’s foundational support in helping their children understand and practice homework sets the child up for the scaffold of evolving responsibilities. If a child fails to acknowledge his or her responsibilities with completing mandated assignments from their teacher, the child may be heading down a dangerous path of irresponsibility, which can later impact a child’s ability to thrive in their first job or professional realms of life.

The Top Ten Homework Tips for Parents

1. Establish a Routine

The first step in creating a positive homework pathway for your child is primarily creating a routine. This may mean that parents may have to compromise with their children on the working conditions for homework time. As The Seattle Times further explicates, “That means helping students designate a set time and place where they can comfortably — and routinely — hit the books without being disturbed. Some families keep the TV off on weeknights and tape favorite shows for weekend watching. Following such a rule consistently, Kurcinka says, may avoid parent-child power struggles.” Adding to this, if a child is comfortable independently working in his or her bedroom, then parents may need to allow this freedom and choice of the child; however, if a child’s homework is incomplete or if their grades drop, then parents should immediately step in and enforce a different homework strategy and routine.

2. Create Boundaries

As the homework routine is clearly outlined and consistently enforced, parents should simultaneously create clear boundaries for their children as well. This may entail that a teenager’s cell phone must be turned off during homework time or a child’s television or radio must be off until assignments are complete.

3. Get Organized

For younger children, a parent may need to create a homework calendar that both the parent and the child can clearly access and see. This may help a child learn how to plan ahead and create a schedule for long-term elementary and middle school projects. For high school kids, this may mean a parent talks with their teen about setting progress goals for assignments daily.

4. Accountability and Responsibility

Regardless of a child’s age or school grade, a parent must immediately require their child’s personal accountability for homework and assignments. Parents should have clear rules about writing down assignments in a notebook or remembering to bring all necessary homework materials, such as books or calculators, home each night. If a child fails to hold up their end of the bargain, then the established consequences should be enforced.

5. Create a “Learning Space”

For many children, a “learning space” specifically set aside for homework can allow them to mentally enter into a “school mode” at home. This may mean that a small office is stocked with pens, paper, and necessary tools for assignments; however, on the other hand, this also may mean that a child may need to access the library each day for homework (if they are too distracted at home). Regardless of a child’s needs, a parent must create a free space for a child to complete assignments without disruptions or distractions.

6. Teach Prioritization

Children are gradually assigned more homework tasks as they progress through the school grades, and parents can intervene and teach children how to prioritize their homework assignments. If a project is due in a week, a parent can help their child set up a timeline for small daily tasks. Or, if a child is feeling overwhelmed, a parent can help them make a list of everything that must be done and then number each task to prioritize the academic responsibilities.

7. Check Your Child’s Progress

While public schools send report cards and progress reports, many schools post grades and homework assignments online. Parents can speak with their child’s teacher(s) about the best ways to check in on the student’s progress throughout the semester and school year so that students are able to consistently perform to their potential without falling behind or struggling.

8. Allow Freedoms When Earned

If a child successfully meets all of the outlined homework rules and expectations, parents can allow certain appropriate freedoms if their child seems to be excelling in their tasks and schoolwork. For example, if a child asks to change their homework time or “learning space,” parents should experiment with new freedoms as the child gradually excels with their academic responsibility. Parents can consider new privileges and rewards for their child's achievements as long as the child seems to be successfully comprehending and excelling in academic pursuits and assignments.

9. Be a Study Buddy

Many times, especially when a child feels overwhelmed with a task or assignment, parents can offer support by simply helping their child study. This involves quizzing a child, teaching a child study strategies, or also just helping a child get organized. Sometimes, giving a child attention during difficult tasks can boost a child’s morale and effort.

10. Encourage and Support

Most importantly, a parent should serve as a motivational academic cheerleader. Homework should not be a punishment or a time that’s dreaded. Approach homework with a positive attitude and consistently reward the child with positive verbal feedback. Children do not require material treats or presents for success; moreover, they thrive on verbal support and encouragement. For example, if a child consistently does their homework without complaining, remind them each day, “I love how you always do your assignments with such a great attitude. I admire your ability to do what’s assigned with such an adult work ethic!” When compliments are specific and meaningful, a child will feel more confident and motivated to continually follow through with his or her responsibilities and performance.

Questions? Contact us on Facebook. @publicschoolreview

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Successful Homework Habits for Beginning Learners

Establishing routines in preschool and the lower grades can lay the groundwork for success in later years..

The goal of homework is to help students remember and understand what they learned in school that day. For children ages 5 to 7, it can also help teach them independence, responsibility, as well as time-management and planning skills — all keys to success in the real world.

It’s important for beginning learners to understand that homework is more important than dance class, soccer practice, karate, or the long list of activities they may be involved in outside of school. A little homework goes a long way toward reinforcing classroom learning. Just 10-20 minutes of homework or home practice a day for children in kindergarten through second grade is seen as most effective.

Here are four homework habits you and your child can develop right now for more successful school days (and stress-free nights) ahead.

1. Set the Stage

Your child needs a quiet, well-lit, clutter- and distraction-free spot to do their homework. This should be the same place every day, whether it’s the kitchen table or a desk in their room. Make sure all the materials your child needs to complete their homework are within arm’s reach, including pencils, paper, crayons, or anything else.

2. Time It Right

Decide with your child the best time to tackle homework. For some children, it’s best to complete assignments right after school, while the information is still fresh in their minds and they have ample energy. (An after-school schedule provides structure your child can stick to.)

If you choose to schedule extra-curriculars first, keep in mind that children may be too tired after these activities to focus on schoolwork. Bedtime is never the time to rush through homework.

3. It’s Not Your Homework, It’s Theirs

Parents should be involved in their child’s homework, both to see what they’re learning and to gauge how well they’re absorbing concepts. Being nearby while your child does their homework also allows you to monitor any frustration they feel — and encourage breaks when needed. But this doesn’t mean you will do their homework for them. You want them to get that feeling of pride and accomplishment on their own.

4. Get Excited and Be Positive

As your child’s role model, if you view homework as a chore or something that interferes with your personal schedule, your child will mimic that behavior. Let your child know how grown-up it is for them to have homework and how proud they should be of their hard work. Try to instill in them that it is “fun” to be able to do the assigned tasks.

Let them show you their work and praise them for finishing homework. Be encouraging — it will make a difference.  

Get ready for your child to go back to school with our guide — it's full of recommended books, teacher tips, homework help, and more resources for a successful school year.

Shop workbooks and other effective materials to support successful homework habits below. You can shop all books and activities at The Scholastic Store .

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Two Ws and an H: Establishing a Homework Routine

Tired of disorganization when it comes to your child’s homework routine learn how answering “when where and how” can help create an after school routine that includes doing homework for the same time each day, steering clear of electronics, and more..

Back to school means back to homework. It may also mean arguments, tears, and frustration, because homework demands more discipline and consistency than many children with attention deficit hyperactivity disorder (or any kids, for that matter!) can muster. But you can make it easier by creating a homework routine built around three key questions: When? Where? and How?

• Schedule homework for a set time each day. Base this after school routine on your child’s temperament. Perhaps he’s at his best right after school, or maybe after an hour of downtime. Avoid late evening, which for most children is meltdown time.
• Be consistent from day to day. If after-school activities make that impossible, post a daily plan or weekly calendar in your kitchen that includes homework start and finish times each day.
• Schedule enough time to complete assignments without rushing, based on your child’s grade level and history of completing assignments.
• Give advance notice of homework time. This is important, because kids with ADHD/ADD don’t easily shift from one activity to another — especially from fun time to work time. You might say, “You can play for 15 more minutes, then come in for homework.”

[ Free ADHD Resource: Solve Your Child’s Homework Problems ]

• Help your child select a homework place. Try the kitchen table, where she can spread out materials. Or perhaps your child would like to sit at a desk in the quiet den.
• Steer clear of proximity to electronics (TV, CD player). But if your child concentrates best with soft noise, try some gentle background music.
• Stay nearby (if possible).  Kids with ADHD concentrate better when they know you’re close by. If your child needs to use the bathroom, remind him to come right back afterward. After he leaves the bathroom, remind him to return to his work.
• Set up rules. Draft and print a sheet that specifies: homework start and finish times; place; when and how long breaks are; and that you will be nearby to help her understand assignments, get organized, offer support — but not do the homework for her. Avoid arguments — calmly refer her to the Homework Rules.

[ Free Sample Schedules for Reliable Family Routines ]

• Help him start. Make sure your child knows what the assignment is and how to proceed. Offer assistance that matches his learning style. For a verbal processor, read directions to him or have him read them out loud; for a visual learner, show him how to use highlighters and colored markers to outline key words and sentences.
• Keep him going. If your child tries to stop before he’s finished, encourage him to go on a bit longer, and remind him there’ll be a break soon.
• Give her a break. Kids with ADHD and LD may become fatigued due to distractibility, challenges to concentrating, frustration, and restlessness. Help your child recharge by scheduling frequent, short breaks.
• Check in at the finish. Review your child’s work to see if it is complete. If your child consistently takes more time than she should, speak to her teacher to see if he’s willing to adjust the amount of homework.
• Offer praise. Compliment your child when he stays on task, works with focus, is creative, and so on. Be specific. Say, for example, “I like the way you concentrated on that problem and stuck with it until you solved it.” Give him an acknowledging pat or a squeeze mid-homework, too.
• Give rewards. It’s OK to offer a “prize” to motivate. For a younger child, try extra playtime, a favorite snack or game, or a special read-aloud; for an older child, a favorite TV program, computer time, or phone time.
• Stick with it. A new homework routine is part of a daily schedule and requires solid commitment. It takes one to three months for a routine to become a habit — even longer for a person with ADHD. But the payoff is discipline, self-control, and success-building skills.

[ Read: 12 Schoolwork Shortcuts for Kids Who Hate Homework ]

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Home / Expert Articles / Child Behavior Problems / School & Homework

The Homework Battle: How to Get Children to Do Homework

By debbie pincus, ms lmhc.

Parents often feel it’s their job to get their kids to do well in school. Naturally, you might get anxious about this responsibility as a parent. You might also get nervous about your kids succeeding in life—and homework often becomes the focus of that concern.

But when parents feel it’s their responsibility to get their kids to achieve, they now need something from their children—they need them to do their homework and be a success. I believe this need puts you in a powerless position as a parent because your child doesn’t have to give you what you want.

The battle about homework becomes a battle over control. Your child starts fighting to have more control over the choices in their life, while you feel that your job as a parent is to be in control of things. So you both fight harder, and it turns into a war in your home.

Over the years, I’ve talked to many parents who are in the trenches with their kids, and I’ve seen firsthand that there are many creative ways kids rebel when it comes to schoolwork. Your child might forget to do their homework, do their homework but not hand it in, do it sloppily or carelessly, or not study properly for their test. These are just a few ways that kids try to hold onto the little control they have.

When this starts happening, parents feel more and more out of control, so they punish, nag, threaten, and argue. Some parents stop trying altogether to get their children to do homework. Or, and this is common, parents will over-function for their kids by doing the work for them.

Now the battle is in full swing: reactivity is heightened as anxiety is elevated—and homework gets lost in the shuffle. The hard truth for parents is that you cannot make your children do anything, let alone homework. But what you can do is to set limits, respect their individual choices, and help motivate them to motivate themselves.

You might be thinking to yourself, “You don’t know my child. I can’t motivate him to do anything.” Many parents tell me that their children are not motivated to do their work. I believe that children are motivated—they just may not be motivated the way you’d like them to be. Keep reading for some concrete tips to help you guide them in their work without having to nag, threaten, or fight with them.

Also, keep in mind that if you carry more of the worry, fear, disappointments, and concern than your child does about their work, ask yourself, “What’s wrong with this picture, and how did this happen?” Remember, as long as you carry their concerns, they don’t have to.

Stop the Nightly Fights

The way you can stop fighting with your kids over homework every night is to stop fighting with them tonight. Disengage from the dance. Choose some different steps or decide not to dance at all. Let homework stay where it belongs—between the teacher and the student. Stay focused on your job, which is to help your child do their job. Don’t do it for them.

If you feel frustrated, take a break from helping your child with homework. Your blood pressure on the rise is a no-win for everyone. Take five or ten minutes to calm down, and let your child do the same if you feel a storm brewing.

Create Structure Around Homework Time

Set limits around homework time. Here are a few possibilities that I’ve found to be effective with families:

• Homework is done at the same time each night.
• Homework is done in a public area of your house.
• If grades are failing or falling, take away screen time so your child can focus and have more time to concentrate on their work.
• Make it the rule that weekend activities don’t happen until work is completed. Homework comes first. As James Lehman says, “The weekend doesn’t begin until homework is done.”

Let Your Child Make Their Own Choices

I recommend that your child be free to make their own choices within the parameters you set around schoolwork. You need to back off a bit as a parent. Otherwise, you won’t be helping them with their responsibilities.

If you take too much control over the situation, it will backfire on you by turning into a power struggle. And believe me, you don’t want a power struggle over homework. I’ve seen many kids purposely do poorly just to show their parents who’s in charge. I’ve also seen children who complied to ease their parents’ anxiety, but these same kids never learned to think and make choices for themselves.

Let Your Child Own the Consequences of Their Choices

I’m a big believer in natural consequences when it comes to schoolwork. Within the structure you set up, your child has some choices. They can choose to do their homework or not. And they can choose to do it well and with effort or not. The natural consequences will come from their choices—if they don’t choose to do their work, their grades will drop.

When that happens, you can ask them some honest questions:

“Are you satisfied with how things are going?”

“What do you want to do about your grade situation?”

“How can I be helpful to you?”

Be careful not to be snarky or judgmental. Just ask the question honestly. Show honest concern and try not to show disappointment.

Intervene Without Taking Control

The expectation is that homework is done to the best of your child’s ability. When they stop making an effort, and you see their grades drop, that’s when you invite yourself in. You can say:

“It’s my job to help you do your job better. I’m going to help you set up a plan to help yourself, and I will check in to make sure you’re following it.”

Set up a plan with your child’s input to get them back on their feet. For example, the new rules might be that homework must be done in a public place in your home until they get their grades back up. You and your child might meet with the teacher to discuss disciplinary actions should their grades continue to drop.

In other words, you will help your child get back on track by putting a concrete plan in place. And when you see this change, you can step back out of it. But before that, your child is going to sit in a public space and you’re going to monitor their work.

You’re also checking in more. Depending on your child’s age, you’re making sure that things are checked off before they go out. You’re adding a half-hour of review time for their subjects every day. And then, each day after school, they’re checking with their teacher or going for some extra help.

Remember, this plan is not a punishment—it’s a practical way of helping your child to do their best.

“I Don’t Care about Bad Grades!”

Many parents will say that their kids just don’t care about their grades. My guess is that somewhere inside, they do care. “I don’t care” also becomes part of a power struggle.

In other words, your child is saying, “I’m not going to care because you can’t make me. You don’t own my life.” And they’re right. The truth is, you can’t make them care. Instead, focus on what helps their behavior improve. And focus more on their actions and less on their attitude because it’s the actions that matter the most.

Motivation Comes From Ownership

It’s important to understand that caring and motivation come from ownership. You can help your child be motivated by allowing them to own their life more.

So let them own their disappointment over their grades. Don’t feel it more than they do. Let them choose what they will do or not do about their homework and face the consequences of those choices. Now they will begin to feel ownership, which may lead to caring.

Let them figure out what motivates them, not have them motivated by fear of you. Help guide them, but don’t prevent them from feeling the real-life consequences of bad choices. Think of it this way: it’s better for your child to learn from those consequences at age ten by failing their grade and having to go to summer school than for them to learn at age 25 by losing their job.

When Your Child Has a Learning Disability

I want to note that it’s very important that you check to see that there are no other learning issues around your child’s refusal to do homework. If they’re having difficulty doing the work or are performing below grade-level expectations, they should be tested to rule out any learning disabilities or other concerns.

If there is a learning disability, your child may need more help. For example, some kids need a little more guidance; you may need to sit near your child and help a little more. You can still put structures into place depending on who your child is.

But be careful. Many times, kids with learning disabilities get way too much help and develop what psychologists call learned helplessness . Be sure you’re not over-functioning for your learning disabled child by doing their work for them or filling in answers when they’re capable of thinking through them themselves.

The Difference Between Guidance and Over-Functioning

Your child needs guidance from you, but understand that guidance does not mean doing their spelling homework for them. Rather, it’s helping them review their words. When you cross the line into over-functioning, you take on your child’s work and put their responsibilities on your shoulders. So you want to guide them by helping them edit their book report themselves or helping them take the time to review before a test. Those can be good ways of guiding your child, but anything more than that is taking too much ownership of their work.

If your child asks for help, you can coach them. Suggest that they speak with their teacher on how to be a good student and teach them those communication skills. In other words, show them how to help themselves. So you should not back off altogether—it’s that middle ground that you’re looking for. That’s why I think it’s essential to set up a structure. And within that structure, you expect your child to do what they have to do to be a good student.

Focus on Your Own Goals

When you start over-focusing on your child’s work, pause and think about your own goals and what do you need to get done to achieve those goals. Model your own persistence and perseverance to your child.

Believe In Your Child

I also tell parents to start believing in their children. Don’t keep looking at your child as a fragile creature who can’t do the work. I think we often come to the table with fear and doubt—we think if we don’t help our kids, they’re just not going to do it.

But as much as you say, “I’m just trying to help you,” what your child hears is, “You’re a failure; I don’t believe you can do it on your own.”

Instead, your message should be, “I know you can do it. And I believe in you enough to let you make your own choices and deal with the consequences.”

Related content: What Can I Do When My Child Refuses to Go to School? “My Child Refuses to Do Homework” — How to Stop the Nightly Struggle Over Schoolwork

For more information on the concept of learned helplessness in psychology and behavior, we recommend the following articles:

Psychology Today: Learned Helplessness

VeryWell Mind: What Is Learned Helplessness and Why Does it Happen?

About Debbie Pincus, MS LMHC

For more than 25 years, Debbie has offered compassionate and effective therapy and coaching, helping individuals, couples and parents to heal themselves and their relationships. Debbie is the creator of the Calm Parent AM & PM™ program and is also the author of numerous books for young people on interpersonal relations.

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Frank My daughter Nina just turned 8 (Feb 11). She does not like to do homework one bit. Her teacher gives her homework every day except Friday. She loves Fridays because she doesn't like homework. She always hides her homework under her bed, refuses to do her homework, and in the More morning she tells her teacher "I lost it last night and can't find it!". She feels homework is a waste of time, yes, we all feel that way, but poor Nina needs to learn that homework is important to help you stay smart. She needs to start doing homework. How can I make her 2nd-grade brain know that homework is actually good? Is there a way to make her love, love, LOVE homework? Let me know.

Rebecca Wolfenden, Parent Coach We appreciate you writing in to Empowering Parents and sharing your story. Because we are a website aimed at helping people become more effective parents, we are limited in the advice and suggestions we can give to those outside of a direct parenting role. In addition to the tips in More the article above, it may be helpful to look into local resources to help you develop a plan for addressing these particular issues with your cousins, such as their doctor or their teachers. We wish you the best going forward. Take care.

Rebecca Wolfenden, Parent Coach I hear you. Homework can be a challenging, frustrating time in many families even under the best of circumstances, so you are not alone. When kids struggle with a subject, it can be even more difficult to get assignments completed. Although you didn’t indicate that your daughter More has ADHD, you might find some helpful tips in Why School is Hard for Kids with ADHD—and How You Can Help . Author Anna Stewart outlines techniques that can be useful to help make homework more interesting for kids with a variety of learning challenges in this article. You might also consider checking in with your daughter’s teacher, as s/he might have some additional ideas for engaging your daughter in her homework. Please be sure to write back and let us know how things are going for you and your family. Take care.

So, after reading this I get to say…GREAT…You really do not know my child.  We have done 100% of everything listed in this article.  In the end, my son has utterly declared “I DON’T CARE, AND I DON’T NEED SCHOOL”.  We have attempted a “reward” system as well, and that doesn’t work.  He cares about 3 or 4 things.  Nintendo DS, Lego, K’Nex, TV…all of those he has lost over the past year.  Now he reads, ALL the time.  Fine, but that doesn’t get his homework done.  It also doesn’t get anything else he needs to do done.  We’ve done “task boards”, we’ve done “Reward Systems”, we’ve done the “What is on your list to complete”.  EVERYTHING is met with either a full fledged meltdown (think 2 year old…on the floor, kicking and screaming and crying).  His IMMEDIATE response to ANYTHING that may interrupt him is “NO” or worse.  If something doesn’t go his way directly he throws a fit INSTANTLY, even if the response is “Give me a second” it’s NOW OR I’M DESTROYING SOMETHING.  He’s been suspended multiple times for his anger issues, and he’s only 10.  Unfortuantely we have no family history as he was adopted from Russia.  His “formal” diagnosis are ADHD and Anxiety.  I’m thinking there is something much more going on.  BTW: He did have an IQ test and that put him at 145 for Spacial and Geometric items, with a 136 for written and language.  His composite was 139, which puts him in the genius category, but he’s failing across the board…because he refuses to do the work.

Interesting article and comments. Our son (6th grade) was early diagnosed as ADHD and for the first 3 years of elementary school several of his teachers suggested he might require special education. But then the school counseling staff did a workup and determined that his IQ is 161 and from that point forward his classroom antics were largely tolerated as “eccentric”.  He has now moved to middle school (6th grade) and while his classroom participation seems to be satisfactory to all teachers, he has refused to do approximately 65% of his homework so far this school year. We have tried talking with him, reasoning with him, removing screen time, offering cash payments (which he lectures us as being unethical “bribes”), offering trips, offering hobbies and sporting events, and just about anything we can think of. Our other children have all been through the “talented and gifted” programs, but he simply refuses to participate in day-to-day school work. His fall report card was pretty much solid “F” or “O” grades. He may be bored out of his mind, or he may have some other issues. Unfortunately, home schooling is not an option, and neither is one of the $40,000 per year local private schools which may or may not be in a better position to deal with his approach to school.  Do “learning centers” work for kids like this? Paying somebody else to force him to do his homework seems like a coward’s solution but I am nearly at the end of my rope! Thanks..

RebeccaW_ParentalSupport 12yokosuka Many parents struggle with staying calm when their child is acting out and screaming, so you are not alone.  It tends to be effective to set up a structured time for kids to do their homework and study, and they can earn a privilege if they comply and meet More their responsibilities.  What this might look like for your daughter is that if she studies, she can earn her phone that day.  If she refuses, and chooses to argue or scream at you instead, then she doesn’t earn her phone that day and has another chance the next day.  You can read more about this in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/.  If you are also looking for resources to help you stay calm, I encourage you to check out our articles, blogs, and other resources on https://www.empoweringparents.com/article-categories/parenting-strategies-techniques/calm-parenting/.  Please let us know if you have any additional questions.  Take care.

Scott carcione 

I’m sorry to hear about the challenges you are experiencing with your

son.I also hear the different

approaches you and your ex are taking toward parenting your son.While it would be ideal if you were able to

find common ground, and present a consistent, united response to your son’s

choices, in the end, you can only https://www.empoweringparents.com/article/parenting-after-divorce-9-ways-to-parent-on-your-own-terms/.At

this point, it might be useful to meet with the school to discuss how you can

work together to hold your son accountable for his actions, such as receiving a

poor grade if he refuses to do his work.Janet Lehman discusses this more in https://www.empoweringparents.com/article/when-your-child-has-problems-at-school-6-tips-for-parents/.Take care.

It can be so challenging when your child is acting out at school, yet does

not act that way at home.One strategy I

recommend is talking with your son at home about his behavior at school.During this conversation, I encourage you to

address his choices, and come up with a specific plan for what he can do differently

to follow the rules.I also recommend

working with his teachers, and discussing how you can assist them in helping

your son to follow the rules.You might

find additional useful tips in our article, https://www.empoweringparents.com/article/acting-out-in-school-when-your-child-is-the-class-troublemaker/.Please be sure to write back and let us know

how things are going for you and your son.Take care.

I hear you.It can be so challenging

when your young child is having outbursts like this.A lot of young children tend to act out and

have tantrums when they are experiencing a big transition, such as starting a

new school or adjusting to having a younger sibling, so you are not alone.Something that can be helpful is to set up

clear structure and expectations around homework, as Janet Lehman points out in

https://www.empoweringparents.com/article/my-child-refuses-to-do-homework-heres-how-to-stop-the-struggle/.I also encourage you to set aside some time

for you to have https://www.empoweringparents.com/article/attention-seeking-behavior-in-young-children-dos-and-donts-for-parents/ with your daughter as well.Please be sure to write back and let us know

how things are going for you and your family.Take care.

JoJoSuma I am having the exact same problem with my 9 year old son. His grades are quickly falling and I have no idea why or where to begin with helping him turn things around. When he applies himself he receives score of 80% or higher, and when he doesn't it clearly shows and he receives failing scores. He, too, says that he doesn't do or want to do the work because it is boring, or that he "Forgot" or "lost it". He has started to become a disruption to the class and at this rate I am afraid that he will have to repeat 5th grade. I am also a single parent so my frustration is at an all time high. You are not alone and I wish you and your family the best.

Thank you so much for these tips RebeccaW_ParentalSupport because I SERIOUSLY had nowhere to turn and no clue where to begin. I have cried many nights feeling like I was losing control. I will try your tips and see where things go from here.

It’s not uncommon

for kids to avoid doing homework, chores or other similar tasks.  After

all, homework can be boring or difficult, and most people (both kids and adults

alike) tend to prefer activities which are enjoyable or fun.  This does

not mean that you cannot address this with your daughter, though. 

Something which can be helpful for many families is to set up a structured

homework time, and to require that your daughter complete her homework in order

to earn a privilege later on that evening.  You can read about this, and

other tips, in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please be sure to write back and let us know how things are going for you and

your daughter.  Take care.

Thestruggleisreal I'm just now signing up for these articles, I'm struggling with my 12 year and school work, she just doesn't want to do it, she has no care I'm world to do, she is driving me crazy over not doing, I hate to see her More fail, but I don't know what to do

FamilyMan888 

I can hear how much your

daughter’s education means to you, and the additional difficulties you are

facing as a result of her learning disabilities.  You make a great point

that you cannot force her to do her work, or get additional help, and I also

understand your concern that getting her teachers to “make” her do these things

at school might create more conflict there as well.  As James Lehman

points out in his article, https://www.empoweringparents.com/article/stop-the-blame-game-how-to-teach-your-child-to-stop-making-excuses-and-start-taking-responsibility/, lowering your expectations for your daughter due to her

diagnosis is probably not going to be effective either.  Instead, what you

might try is involving her in the https://www.empoweringparents.com/article/the-surprising-reason-for-bad-child-behavior-i-cant-solve-problems/, and asking her what she thinks she needs, and what she will do

differently, to meet classroom expectations.  Please be sure to write back

and let us know how things are going for you and your family.  Take care.

tvllpit Very effective to  kids age of 5, 7, and 11 years old. Thank you for sharing your idea.

Thank you for

your question.  You are correct that we recommend setting up a structured

time for kids to do homework, yet not getting into a power struggle with them

if they refuse to do their work during that time.  It could be useful to

talk with your 11 year old about what makes it difficult to follow through with

doing homework at that time, and perhaps experimenting with doing homework at

another time to see if that works more effectively.  In the end, though,

if your child is simply refusing to do the work, then we recommend giving a

consequence and avoiding a power struggle.  Megan Devine details this

process more in her article, https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please let us know if you have any additional questions.  Take care.

jovi916 I'm a mother to a 10 year old 5th grader. Since 3rd grade I've been struggling with homework. That first year, I thought it was just lack of consistency since my children go between mine and dad's house. I tried setting some sort of system up with More the teacher to get back on track, but the teacher said it was the child's responsibility to get the hw done. This year has been esp. Difficult. He stopped doing hw, got an F, so I got on him. He stared turning half done work, but same grades so I still got on him. Grades went up, I loosened up, then he stopped with in school work. Now it's back to not turning anything in, even big projects and presentations. He had never really been allowed to watch tv, but now it's a definite no, I took his Legos away, took him out of sports. Nothing is working. He's basically sitting at the table every night, and all weekend long in order to get caught up with missing assignments. I'm worried, and next year he'll be in middle school. I try setting an example by studying in front of him. My daughter just does her homework and gets good grades. Idk what to do.

I can hear your concern. Academic achievement is important

to most parents and when your children seem to be struggling to complete their

work and get good grades, it can be distressing. Ultimately, your childrens’

school work and grades are their responsibility. You shouldn’t have to quit

your own studies in order to help them improve theirs. The above article gives

some great tips for helping motivate your children to complete their homework.

We do have a couple other articles you may also find useful: https://www.empoweringparents.com/article/10-ways-to-motivate-your-child-to-do-better-in-school/ & https://www.empoweringparents.com/article/sinking-fast-at-school-how-to-help-your-child-stay-afloat/. We appreciate you

writing in and hope you find the information useful. Take care.

RNM I have the exact same issues with my 8 year old. It makes me feel like I'm doing something wrong. He's a smart kid, he just doesn't seem to care to do his homework let alone if he gets a bad grade as a result. He hates reading, but does More very well in spelling and science. Homework is an issue nightly and the teacher pulled me aside today to tell me again how much he talks in class and that now he isn't writing down his assignments and is missing 3 assignments this week. SMH, I don't know what to do anymore other than to coach him (some more) and take away basketball if he doesn't do his homework.

What?  "Let homework stay where it belongs—between the teacher and the student. Refuse to get pulled in by the school.."  I do not see the logic or benefit of this advice.  Homework, by definition, is the responsibility of the student and parent (NOT the teacher).  The teacher does not live at the student's home or run the house.  

In my opinion, the lack of parental involvement with academics often causes the low student performance evident across the U.S.  I do not agree with advocating for even LESS parental involvement.

I completely agree with you. Parental, or adult, engagement at home can be a deal-maker/breaker when it comes to student performance. I subscribe to theories that differ from the author's.

First, if an adult is involved with the child and his activities, then the child will commonly react with "hey, somebody cares about me" leading to an increased sense of self-worth. A sense of caring about one's-self leads to caring about grades and other socially acceptable behaviors (Maslow).

Secondly, I am a FIRM believer in the techniques of behavior modification through positive reinforcement (Karen Pryor). It's up to an invested adult to determine what motivates the student and use those motivators to shape and reinforce desirable behavior such as daily homework completion. A classroom teacher has too many students and too little time to apply this theory.

Letting a child sink or swim by himself is a bad idea. Children have only one childhood; there are no do-overs.

And yes, children are work.

Many experience similar feelings of being at fault when

their child fails, so, you’re not alone. Truth of the matter is, allowing your

child to experience natural consequences of their actions by allowing them to

fail gives them the opportunity to look at themselves and change their

behavior.  We have a couple articles I think you may find helpful: When You Should Let Your Child Fail: The Benefits of Natural Consequences & 5 Natural Consequences You Should Let Your Child Face . Good luck to you and

your family moving forward. Take care.

hao hao It is so true, we can't control our children's home. It is their responsibility. But they don't care it. What can we do it?

indusreepradeep

How great it is that you want to help your brother be more

productive with his homework. He’s lucky to have a sibling who cares about him

and wants him to be successful. Because we are a website aimed at helping

parents develop better ways of managing acting out behavior, we are limited in

the advice we can offer you as his sibling. There is a website that may be able

to offer you some suggestions. http://www.yourlifeyourvoice.org/

is a website aimed at helping teens and young adults figure out ways of dealing

with challenges they may be facing in their lives. They offer several ways of

getting support, such as by e-mail or text, through an online forum and chat,

and also a call in helpline. You can check out what they have to offer at http://www.yourlifeyourvoice.org/. Good luck

to you and your family moving forward. Take care.

Kathleenann indusreepradeep

Thank you so much for your humble support....

It sounds like you have done a lot

of work to try to help your daughter achieve her educational goals, and it’s

normal to feel frustrated when she does not seem to be putting in the same

amount of effort.  It can be useful to keep your focus on whether your

daughter is doing her work, and to keep that separate from whether she “cares”

about doing her work.  Ultimately, it is up to your daughter to do her

work, regardless of how she appears to feel about it.  To that end, we

recommend working with the various local supports you have in place, such as

her therapists and others on her IEP team, to talk about what could be useful

to motivate your daughter to do her school work.  Because individuals with

autism can vary greatly with their abilities, it’s going to be more effective

to work closely with the professionals who are familiar with your daughter’s

strengths and level of functioning in order to develop a plan to address this

issue.  Thank you so much for writing in; we wish you and your daughter

all the best as you continue to address her difficulties with school. 

is there a blog for parents that went to Therapeutic boarding schooling for their adolescent?

Responses to questions posted on EmpoweringParents.com are not intended to replace qualified medical or mental health assessments. We cannot diagnose disorders or offer recommendations on which treatment plan is best for your family. Please seek the support of local resources as needed. If you need immediate assistance, or if you and your family are in crisis, please contact a qualified mental health provider in your area, or contact your statewide crisis hotline.

We value your opinions and encourage you to add your comments to this discussion. We ask that you refrain from discussing topics of a political or religious nature. Unfortunately, it's not possible for us to respond to every question posted on our website.

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Home » Podcasts » 125: Top Homework Tips for Parents

125: Top Homework Tips for Parents

• October 11, 2023

Nowadays, children often find themselves struggling with various challenges when it comes to completing homework assignments. The evolving demands of modern education, distractions posed by technology, diverse learning styles, and even underlying learning disabilities can significantly hinder a child's ability to effectively tackle their homework.

As parents, our role in guiding and supporting our children through these obstacles is more critical than ever. That is why it’s necessary to discuss invaluable tips and strategies that parents can employ to assist their children in overcoming these challenges, ensuring a smoother and more successful academic journey.

Homework tips and strategies for parents.

Over my 30 years of experience, I've gathered some effective homework tips that I personally use and recommend. First tip is that creating the right environment for homework is key. Think beyond just pens and notepads – consider sensory components and noise levels that suit your child. Find a suitable, consistent location, avoiding places like beds or noisy spots. Experiment and see what works best for your child, whether it's the dining table or their room.

Additionally, providing appropriate instruction and support is vital. Understand what your child needs—some might need help reviewing assignments or clarifying instructions. Offering advanced notice and the right level of instructional support can also significantly aid your child's homework routine.

The good news is that I've developed a specialized Neurotastic brain formula to help regulate the brain and enhance attention and calmness. This is tailored not just for children but for the whole family. Let's work together to ensure that your children will have a successful homework routine.

Homework challenges and brain hacks for kids with learning disabilities.

When helping my child with homework challenges, I've noticed that understanding the directions can be a major hurdle. Many kids may misinterpret or rush through them. To address this, I emphasize setting up clear directions and maintaining a consistent approach. Personally, I utilize mind maps for writing assignments with my dyslexic son. A mind map is a visual tool, resembling a circle with connecting lines to other circles, aiding in organizing ideas effectively. This visual approach is crucial, especially for children with learning and processing issues, who primarily learn visually and kinesthetically. Repetition doesn't always work for them, so opting for visual aids is key.

Additionally, I've developed some effective “brain hacks” for handling tired and stressed kids struggling with homework. It's crucial to provide the right instructional support both at home and at school, as I learned from a previous experience with a student who had a learning disability, and implementing brain stimulation techniques significantly improved his situation.

Brain development and learning strategies for kids.

As a parent, understanding what your child needs after coming home is crucial, regardless of their age. They may require movement or a break, but it's important to avoid excessive video game time, as it can tire the brain quickly. To keep the brain focused, providing stimulating snacks like fruits, nuts, or crunchy items is beneficial. Encouraging physical activities, even indoors, such as crossing the midline exercises, can boost oxygen flow to the brain.

Establishing a well-organized routine and a conducive environment within the home setting is essential for children, especially those encountering difficulties with their homework. This involves setting clear schedules and incorporating consistent monitoring to ensure they stay on track with their tasks.

Effective communication with the child about their progress and challenges is crucial in providing the right support and guidance. Additionally, offering positive reinforcement and acknowledging their efforts can boost their confidence and motivation to tackle their homework challenges with a determined mindset.

Helping children with homework and communication with teachers.

As parents, we must recognize and provide support for our children, especially during tough times. Offering positive reinforcement when your child makes progress on their homework is key. Encourage critical thinking by engaging them in discussions about their ideas and approaches. Long-term success with homework involves instilling independence, identifying blockages, and consistently implementing helpful strategies.

If you find yourself constantly re-explaining concepts as if they've never heard them before, it's essential to communicate with their teacher and consider an IEP meeting. Communication with both your child and the school is vital. Don't solely blame either home or school for challenges; it's a collaborative effort.

Normalize conversations about homework and emphasize its benefits in various subjects. If your child consistently struggles or becomes emotionally frustrated with homework, seeking therapist support may be necessary. By addressing underlying issues and employing the right strategies consistently, homework problems can be minimized.

Empower your kids to conquer homework challenges! Here are great resources for you:

• 40 Top Parenting Tips for Navigating Homework Challenges
• Why Is Homework Hard For Some Kids?
• 5 Tips for Defeating Homework Distraction

Links and Resources:

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More Podcast Episodes:

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147 Therapist-Endorsed

Self-Regulation Strategies

for Children

A Practical Guide For Parents

• What Happens When You Don’t Know Your Students
• How Diverse Are We?
• Culturally Responsive Curriculum Ideas
• What Families Want
• Reflecting on your goals
• Strategies to Improve Communication with Families
• How to Overcome Language Barriers
• Ways to familiarize families with the school system
• Transitioning From Elementary to Middle School
• Transitioning from Middle School to High School
• Developing Cultural Sensitivity
• Families Experiencing Poverty
• Homeless Families
• Native Hawaiian Families
• Immigrant Families
• Filipino Families
• Micronesian Families
• Military Families
• LGBTQIA2S+ Students and Families
• Families with Students in Special Education
• What You Don’t Know About Family Engagement

Ways to Engage Families at Home

• Ways to Engage Families at School
• Welcoming Parent into Schools
• Student-Led Conferences
• Family Engagement Strategy Impact Levels
• Greeting and Welcoming
• Getting to Know Your Families – General Strategies
• Getting to Know Your Families – Connecting with Diverse Families in Your Classroom
• Communication with Families – General
• Communication with Families- Conferences
• Creating Opportunities for Family Engagement
• Ways to Help Parents Support Academics at Home
• Partnering with Diverse Populations
• Partnering with the Community

• Family Engagement /
• 3.2 Ways to Engage Families at Home

Creating an environment for learning at home

Setting goals

Communication folders

Carefully consider your homework practices

Homework planner

More homework support

Homework hotline

Lending library

Mini-books for fluency

Decodeable and phonic readers

High frequency words

Timed readings

Audio books

Reading tips

Promoting writing at home (traveling Flat Stanley)

Promoting Math at home

Dual language books

Examining and learning from family engagement initiatives in Hawai‘i

Home visits

Neighborhood Inventory

One of the barriers to family engagement in the schooling of their children is that often families do not know how to be involved 1 . Teachers and schools with a commitment to parent involvement take an active role in helping parents learn a variety of ways to be involved. Student achievement is related to families help with homework. Families can provide assistance with subjects such as reading, writing, and math, and support the development of students’ first language at home.

1. Delgado-Gaitan, 1991

2. For example, see Van Voorhis, 2003 for homework; Sheldon & Epstein, 2005

Suggested procedures :

1. Help the families of your students create homework routines at home. There are at least four important factors to consider: location, space, time, and schedule. Some activities you can do assist families in this area are:

• Provide information about your homework policy and expectations during your Open House presentation. If possible, have samples of the homework you tend to give to your students in the different subject areas.
• Periodically and in small increments, inform families about how they can help their children with schoolwork. For example, you can have a “homework tips” section in your weekly newsletter.
• Survey students and families about their homework routines. Recognize what is going well and collaborate with students and families to work towards improving these routines.
• Visit your students’ homes. You can gather relevant information about the opportunities to learn that are available to your students and their families.

InTASC Model Core Teaching Standards

Standard #1: Learner Development

1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

Standard #3: Learning Environments

3(n) The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments.

1. Homework tips for parents (kids age 5-13): https://www.scholastic.com/parents/school-success/homework-help/homework-project-tips/10-homework-help-tips.html

2. Strategies to establish a homework routine at home, as well as a daily assignment planner and incentive planning sheet: https://childmind.org/article/strategies-to-make-homework-go-more-smoothly/

3. Faber, A., & Mazlish, E. (1995). How to talk so kids can learn: At home and in school. New York, NY: Scribner.

4. Christenson, S. (2004). Parent-teacher partnerships: Creating essential connections for children’s reading and learning. Harvard Family Research Project, Harvard, University, Cambridge, MA. Retrieved from https://archive.globalfrp.org/var/hfrp/storage/fckeditor/File/parent-teacher_module.pdf

5. Hoover-Dempsey, K. V., Bassler, O. C., & Burow, R. (1995). Parents’ reported involvement in students’ homework: Strategies and practices. In The Elementary School Journal, 95(5),pp. 435-450.

6. “How to Create an At-Home Learning Space for Your Child” at  https://www.waterford.org/resources/how-to-create-an-at-home-learning-space/

7. Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, (71)4, pp. 575-611.

1. Identifying needs and resources. Help students and families gain ownership of the learning process working with them to identify personalized goals.

2. Work with students to create a list of goals they will be working on. Send a folder home that includes the following docs:

• An explanation of the activity
• Tips for families to help children identify goals.
• A goal-setting template.
• A documentation form.

3. Share with students and families the progress made and redefine goals or create new ones as the goals are met.

Standard #6: Assessment

6(m) The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.

6(q) The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.

6(r) The teacher takes responsibility for aligning instruction and assessment with learning goals.

6(s) The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.

Standard #7: Planning for Instruction

7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

Standard #10: Leadership and Collaboration 

10(q) The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.

1. List of children’s story books on goal setting can be found at http://www.the-best-childrens-books.org/goal-setting-examples.html

2. “Goal Setting for Students, Kids, & Teens” at https://positivepsychology.com/goal-setting-students-kids/

3. “Homework: A Guide for Parents” at  https://apps.nasponline.org/search-results.aspx?q=Homework%3A+A+Guide+for+Parents

4. Hoover-Dempsey, K. V., Bassler, O. C., & Burow, R. (1995). Parents’ reported involvement in students’ homework: Strategies and practices. In The Elementary School Journal, 95(5), pp. 435-450.

1. You need to organize a system to have continuous and effective communication with families. For example, you can send a home folder every Monday and call it “Monday Folder.” Label the folder with its title and use its title when you communicate with students and families.

2. Decide what goes into the folder. For instance, you can include a relevant piece of students’ previous week’s work, a classroom weekly newsletter (if you don’t choose to email it) and letters and notifications about things such upcoming events, fieldtrips, and classroom guests. Whenever possible, have documents translated into the families’ native languages.

3. Let students take ownership of the process. As a Monday routine, have students organize their folders, deciding what papers need to be sent home in the “Monday Folder.”

4. Introduce families to your system of communication. You can present your system at Open Night, send families a letter, or ask your students to share the system with their parents.

5. Make it workable. In addition to enlisting your students to help to choose and organize the folders, solicit a reliable family volunteer or a group of rotating family volunteers to help collate papers into students’ folders each Monday.

9. Be creative. There are many ways in which you can organize the folders. Here are a couple of ideas:

– Use color-coded folders for take-home assignments. This can help prepare students to be organized as well as provide parents with a reliable tool to be informed of homework. It can also help minimize confusion and increase communication amongst all stakeholders.

– Include memos to parents and goal setting charts

Standard #1: Learner Development 

Standard #3: Learning  Environments 

3(q) The teacher seeks to foster respectful communication among all members of the learning community.

Standard #10: Leadership and Collaboration 

10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.

1. “Engaging Families in Out-of-School Time Programs Toolkit” at https://cdn.ymaws.com/nafsce.org/resource/resmgr/Toolkits/Boston_Engaging_Families_Out.pdf

2.  “8 Innovative Ways to Organize Take Home Folders” at https://www.weareteachers.com/8-innovative-ways-to-organize-take-home-folders/

3. “Weekly Folders Deliver News from School to Home” at http://www.educationworld.com/a_admin/admin/admin463.shtml

4. Another example of a communication folder. http://clutterfreeclassroom.blogspot.com/2012/08/daily-communication-folders-teacher-tip.html

Suggested procedures:

It is important to consider the reasons why you are asking students to do homework and what you expect students to get out of it. Read these two short texts (click here), and then answer the following questions:

1. What is the purpose of your homework? Vatterott talks about the following purposes:

• Pre-learning , Tasks to provide an introduction to a topic or background for a more in-depth lesson and prepare students for the materials that are going to be introduced.
• Checking for understanding . Tasks that provide information to teachers about students’ knowledge in order to plan for re-teaching or for further instruction.
• Practice . Tasks that allow students to practice the knowledge and skill learned in class. It is important to ensure that students have actually learned the material and don’t have any misconceptions that might be reinforced by practice, as well as to make sure that practice is distributed and not given all at once.
• Processing . Tasks that ask students to reflect, synthesize, apply, or extend what they have learned in class.

2. What type of learning are you seeking for your students? Vatterott provides the following overview:

• Facts —Discrete bits of information that we believe to be true (e.g., whales are mammals)
• Concepts —Categories of things with common elements that help us organize, retain, and use information (e.g., the process of photosynthesis)
• Principles —Rules that govern concepts (e.g., matter can change forms)
• Attitudes —Degrees of commitment to ideas and spheres of learning (e.g., we should be concerned about the environment)
• Skills— The capacity to apply the understandings students have gained (e.g., drawing conclusions from data)

3. How will you promote students’ interest and motivation to do homework? You need to carefully consider the following aspects:

• Academic purpose — Tasks should have a clear academic purpose.
• Competence — Tasks should have a positive effect on a student’s sense that they can be successful.
• Ownership — Tasks  s hould be personally relevant and customized to promote ownership.
• Aesthetics — Tasks  s hould be aesthetically pleasing.

4. How will you differentiate your homework? Homework should be differentiated based on the learner’s readiness, learning style, and organizational skills. Homework may be differentiated by difficulty or amount of work, by the amount of structure or scaffolding provided, or by learning style or interest.

5. How do you plan to give feedback to students about their homework? Good feedback on homework requires back-and-forth dialogue between teachers and the students, so teachers need to find efficient ways of doing so. Consider also self- and peer- feedback on homework.

6. How do you plan to use the homework info in your teaching? Ideally, homework should provide feedback to the teacher about student understanding, allowing the teacher to adjust instruction, and when necessary, reteach concepts, before practice is assigned.

Read the following quote:

“ If children are not required to learn useless and meaningless things, homework is entirely unnecessary for the learning of common school subjects. But when a school requires the amassing of many facts which have little or no significance to the child, learning is so slow and painful that its school is obliged to turn to the home for help out of the mess the school has created.”

– Excerpt from article in the November 1937 issue of Parents magazine, cited in Alfie Khon’s “The homework myth: Why our kids get too much”

Do all students need homework?

by Cathy Vatterott

A parent once asked her daughter’s teacher “If my daughter already knows how to do these math problems, why does she have to do 30 of them?” To which the teacher replied, “Well, if she already knows how to do them, she should breeze right through it.”

The answer to the question “Do all students need homework?” depends on what one believes the purpose of homework is. If you believe the purpose is to reinforce learning or extend learning outside the classroom, then you probably believe that the child needs more challenging homework. If you believe the purpose of homework is to develop independent learners, then you probably believe the child should be able to create her own homework. If you believe the purpose of homework is to build the habit of doing homework, then you probably believe all children must have homework.

The idea that some children would not have homework makes many people very uncomfortable. Is it fair that they have less work than other students? But if you believe the purpose of homework is to help students master a set of standards for a grade level or course, and the student has done that, then you may quite comfortable with some students not doing homework.

In standards based systems, homework is often optional. If the student can pass the assessments, they have shown mastery—the homework is merely a tool for those who need it, much like in many college courses. If a student gets 100% on the 3rd grade spelling test, that student doesn’t have spelling homework. And no, they don’t have extra homework in other subjects.

Most of us could see the logic of allowing an Olympic athlete or a gifted musician to succeed academically without doing homework, because they are honing a unique talent. But if other students are allowed to skip unnecessary homework, they may spend more time reading, learning Spanish, or delving into their passion for history, science or art. And isn’t that what educating the whole child is all about?

1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.

Standard #2: Learning Differences

2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.

2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.

3(i) The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.

1. Esptein, J., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181-193.

1. Before the start of the school year develop or purchase homework planners for your students. Collaborate and consult with colleagues and administration, since this may be implemented on a grade- or school-wide basis.

2. Decide what will go in the homework folder.

3. Present and explain the purpose and use of the homework folder to students and parents during Open House, with a letter home, or both.

4. Establish daily and weekly routines. For example, at the end of the day, students could quietly and independently copy down homework off the whiteboard. At the beginning of the day, students can put the folder in a pre-arranged bin. During the day, check the folder for completion, add information as needed, and include new homework. You can enlist the help of parents or community volunteers to do this.

5. You may want to have parents sign or initials next to completion of homework on a daily or weekly basis.

6. Work with your students and their families to decide what happens when homework is not submitted on a consistent basis. What are the classroom consequences? Will there be any consequence at home?

1(d) The teacher understands how learning occurs—how learners construct knowledge, acquire skills, and develop disciplined thinking processes—and knows how to use instructional strategies that promote student learning.

1(k) The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Standard #8: Instructional Strategies

8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.

Strategy #10: Leadership and Collaboration

1. Tips for using a homework planner. http://homeworktips.about.com/od/timemanagement/a/planner.htm

2. “7 Tips for the Most Successful Planner” and a free student tutor planner at https://student-tutor.com/blog/7tipsforthemostsuccessfulplanner/

3. Additional resource for planners for primary, elementary, middle school, and high school students at https://meridianplanners.com/

4. Success by Design, Inc. provides primary, elementary. middle, and high school planners at https://www.successbydesign.com

5. Homework reminder slips can be found for K-12 students at https://www.teacherspayteachers.com/

Check out other support systems in the resource section.

2(i) The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.

Standard #5: Application of Content

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

1.”11 Ways Parents Can Help Their Children Read at Home” https://www.readingrockets.org/blogs/shanahan-literacy/11-ways-parents-can-help-their-children-read

2. Tips for parents for supporting their child’s writing at home at https://www.naeyc.org/our-work/families/support-writing-home

3. “Listen, Talk, Answer—Support Your Child’s Learning” at https://www.naeyc.org/our-work/families/listen-talk-answer-support-learning

4. Helpful Homework Tips for Parents. This 1-page PDF file gives basic suggestions on things parents can do to support their child(ren)’s homework and learning at home. You can download this at http://www.scholastic.com/parents/resources/article/homework-project-tips/10-homework-help-tips

5. “Helping Your Child Do Well in School” from the National Education Association and National Parent Teacher Association at https://www.nea.org/professional-excellence/student-engagement/tools-tips/helping-your-child-do-well-school

1. Talk to your administration and colleagues about the feasibility of setting up a homework hotline and whether there is a budget to support teachers who participate. If there are no funds, collaborate with peers to investigate grants for which you can apply.

2. If the administration is supportive and you have funds and commitment from teachers, seek input on ideas from the PTA, families, and students about how to set up and run the homework hotline. Conduct a needs analysis survey to find out:

a) The subjects with which the students need help. b) How, specifically, teachers will be able to help students with the homework. c) The time of day that would be convenient for students to call the hotline and for teachers to be available. d) Whether you will need bilingual teachers (or assistants) to help with non-native English speaking families

Be open to other feedback. In addition, consult with the other teachers about the needs of their students.

3. Based on the above information gathering, create a plan of action:

a) Set up a schedule (day and times) indicating the names and telephone numbers of volunteer teachers. b) Establish guidelines or expectations for calling the hotline. For example, make a list of the kinds of questions students might ask, the type of homework assignments volunteers will assist with, and what is an acceptable frequency of calling. c) Write a letter and send it home to parents. d) Give students a written copy of the schedule, phone numbers, expectations, and other relevant information.

4. Pilot test the hotline.

5. At the end of the semester, send home a survey to collect feedback and suggestions and also gather information from the other teachers regarding whether the program is helping students improve their homework. Remember to continuously modify your system, as needed.

Standard #10: Leadership and Collaboration

10(g) The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.

1. Reach, K., & Cooper, H. (2004). Homework hotlines: Recommendations for Successful Practice. Theory into Practice, 43(3), pp. 234-241.

1. Gather books to start your own lending library. You might have access to funds from the school, write a grant, seek donations, and/or purchase inexpensive second hand books.

2. Decide whether the lending library will be used for all children or if you will target at-risk children. While all students will benefit from additional opportunities to read, having access to books is especially important for at-risk students, who may not have access to books at home and may have difficulty determining the level of books they should choose. Providing books for at-risk students can accelerate their academic achievement, love of reading, and sense of self-worth.

3. Send an explanatory letter home and follow up with a phone call, if necessary.

4. Explain to students the purpose and goals of the program.

5. Model how you want students to complete the readings.

6. Allow for choice and student ownership by setting up a system. For example, if you send home five picture books a week, students may be given the option to choose three to which they will respond. Responses can be written, drawn, or presented in other forms.

7. Create a system to keep track of who is doing what and when. For instance, make a checklist and mark books that are borrowed. Gather and label resealable (e.g., Ziploc) plastic bags for students to carry books home. Provide a checklist for students to mark the books they have read and responded to, and record students’ completed reading comprehension tasks.

8. Send home the resealable bag full of books on Friday. Collect them the following Friday, check off and collect tasks, and refill the bag with new books.

9. During the week, have each student share at least one of the lending library books using multiple modes of delivery.

10. If possible, try to get help for your project by involving family volunteers, student helpers, colleagues, the school librarian, and others relevant parties.

RL.1: Ask and answer questions to demonstrate understanding

RL.2: Recount stories

RL.5: Describe the overall structure of a story

RL.7: Use illustrations and words to understand characters, setting, or plot

RL.10: Read and comprehend a variety of texts

RI.1: Ask and answer questions to demonstrate understanding

RI.2: Identify the main topic

RI.10: Read and comprehend informational texts

RF.3: Know and apply grade-level phonics and word analysis to decoding words

RF.4: Read with sufficient accuracy and fluency to support comprehension

1. Creating your own classroom library at http://www.scholastic.com/teachers/article/creating-your-own-classroom-library-set

2. “What an Effective Classroom Library Looks Like: Organization and Layout” at https://www.scholastic.com/content/dam/teachers/articles/migrated-files-in-body/organize_class_library.pdf

3. “6 Tips to Help Set Up a Classroom Library” at https://www.scholastic.com/teachers/teaching-tools/articles/6-tips-to-help-set-up-a-classroom-library.html

4. Classroom library checkout system suggestions at https://organizedclassroom.com/classroom-library-checkout-systems/

1. Print out and photocopy printable mini-books according to your students’ levels and interests.

2. Send home a parent letter explaining the mini-books, highlighting their purpose and use in improving children’s reading proficiency. Provide suggestions about how parents can support their children’s at-home reading development (go to the resources section for some ideas about this). Even better, hold a home literacy night to give this information to parents and model reading with their children.

3. Integrate the mini-books as part of your weekly homework assignments. For example, you can send the books home in your “ Monday Folder”  or “ Homework Folder.”

4. Explain to students the procedures and expectations for completing the mini-books. Model and provide examples.

5. In small group reading instructional teams, discuss and follow up on the assigned mini-books.

6. Get students excited about reading. Expose them to a variety of topics and genre. If you can afford to allow students to keep the books, encourage them to highlight new words, write questions, make text connections, and decorate the pages.

7. When possible, try to connect the reading of these books with children’s individual goal setting and interests.

1. Scholastic mini-books at https://teachables.scholastic.com/teachables/premium/printable-minibooks.html

2. Enchanted Learning at http://www.enchantedlearning.com/books/mini/

3. A to Z Teacher Stuff at http://www.atozteacherstuff.com/Printables/Printable_Books/

4. Amazon (search for mini-books) at http://www.amazon.com

1. To complement your Language Arts and Reading instruction, start an at-home literacy program to help your struggling readers or the whole class, and get families involved.

2. Design a phonic/decodable reader homework routine for your struggling readers or the class. Depending on the students’ reading proficiency, you may use a combination of single-sheet printables or phonic printable mini-books.

3. Find, print, and/or photocopy decodable and phonic readers or single-sheet exercises. Design a system to send this reader home on a regular basis.

4. Send home a letter explaining the program, its purpose, and how the families can be involved. See the resources section for a sample of a letter home. Invite families to email, call, or visit you if they have questions.

5. Integrate the phonics/decodable readers with your weekly Language Arts homework assignments. Make sure to integrate reading, writing, and spelling and pay attention to oral development as well.

6. In order to get students and families accustomed to the routines, make sure you are consistent in the implementation of this program.

RI.4: Determine the meaning of words and phrases in a text

1. Printable Decodable & Phonic Readers at http://printables.scholastic.com/printables/home/

2. Printable phonic readers at https://teachables.scholastic.com/teachables/premium/printable-minibooks.html

* NOTE: You need to be a subscribing member to download and print these resources.

3. Decodable readers teacher’s guide at https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/Miscellaneous/spire/spire_eBook_TE.pdf?ext=.pdf

4. Building phonics skills. http://www.scholastic.com/parents/resources/article/developing-reading-skills/building-phonics-skills

1. In your small instructional Language Arts team (e.g. literacy/struggling readers), explain the high frequency word program that you’ll be starting with them. Explain the purpose and benefits.

2. Individually assess each student (in the at-risk instructional group) during Language Arts/Reading or any other free time during the day. The student is given a laminated copy (one sheet) of the first one hundred words. You have the assessment sheet. Write down the student’s name and date. Ask them to read the words one-by-one. They do not need to know the meaning; they only have to decode.

3. Put a check next to the word any time they make a mistake. After reading all 100 words, tally how many words were misread. If more than 95% of the words were read correctly, they can advance to the next level. In the same way, give the next level test.

4. Note: if the student is making many mistakes and struggling to read the words, you should stop the test and congratulate them on what they’ve done so far. You don’t need to have them get through all 100 words.

5. If the student doesn’t pass the level, then you know this is the benchmark level.

6. Prepare resealable plastic bags filled with laminated flashcards for each level. Label the bags.

7. When the student doesn’t pass the level, give a bag filled with the words misread mixed with some of the words that were read correctly. Have them practice and memorize those words for the next week.

8. Send a parent letter/memo home explaining the high frequency word program, its purpose, and how parents can support their child (e.g., having them practice the words, read aloud the words to the parents, playing word games with the cards, fun quizzes to review).

9. A week later, retest the student on the same 100 words. If they score more than 95%, then they pass on to the next level and the process starts over again (e.g. benchmark text, flashcards in a bag, practice for a week, retest).

10. Involve your parent volunteer: have a station during Language Arts/Reading time in which students who are involved with this program rotate to the volunteer to practice reading their words, playing word games, and other decoding/word manipulation activities.

11. Be consistent and you’ll see exponential growth in your struggling readers.

12. Make connections and help your students make connections with the high frequency words and words they see in their texts and reading assignments.

1. High frequency word flashcards at https://sightwords.com/sight-words/flash-cards/

2. High frequency word flashcards, worksheets, and assessments (for purchase) can be found at https://www.teacherspayteachers.com

3. Tips for teaching high frequency words. http://www.reading-tutors.com/tips/TH_Tips_HFW.pdf

1. It is well documented that students’ reading comprehension is closely tied to reading fluency. Without fluency, students will struggle to read grade level texts. The following at-home tasks can help to accelerate students’ reading proficiencies.

2. If, due to management and time constraints, you only have time to work with a small group of your struggling readers, identify the students with whom you will be working.

3. Schedule a time during the day when you can assess each of the students. (a) Find an on-grade level text (or if that’s too difficult, find one that’s slightly above student’s level)– preferably a one-page story from a teacher’s resource book. (b) Photocopy the story–one for you and one for the student. (c) Ask children to read the story to the best of their abilities. (d) As the students read, check off any words that are misread. (e) Stop the student after 1 minute– regardless if they finished the story or not. (f) Congratulate the children on their reading. (g) Count the number of words read in the 1 minute minus the words misread. This is the total words per minute, (h) Go over the misread words with the students, and if possible read the story together and practice.

4. Assign the story (same one as above) as part of the students’ special homework or integrate it as regular homework. Tell the student that they should practice reading the story as often as possible to practice their fluency–at home during breakfast, in front of siblings/parents, by themselves, etc.

5. Send home a parent letter explaining this at-home reading fluency program and how the family can help Ask families to encourage practice, listen to children reading aloud, check for accuracy, record progress, and praise!

6. In one week, retest the students on the same story to see how much their fluency has improved. Record the results.

7. Pre-test using another story, and continue the same process.

8. In a few short months you should steadily see an increase of your students’ reading fluency and confidence.

9. This reading fluency program is also a low stress task for parent volunteers. They can help students practice reading their text and provide correction.

10. You may also connect this to the students’ portfolio, goal setting, and communication folders for parents.

1. How to conduct and record timed readings at https://www.readingrockets.org/strategies/timed_repeated_readings

2. Timed reading fluency record sheet (free pdf download) at https://www.teacherspayteachers.com/Product/Timed-Reading-Fluency-Recording-Tracker-Sheet-Words-per-Minute-4938292

3. Chang, A. C-S (2010). The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions. Reading in a Foreign Language, 22(2), 284-303. https://files.eric.ed.gov/fulltext/EJ901548.pdf

Many educators recommend that parents use audio books to promote children’s language and literacy development (Beers, 1998; Koskinen, Blum, Bisson, Phillips, Creamer, & Baker, 2000). Audio books can help develop children’s abilities to read books fluently and may enhance feelings of confidence and excitement in reading. Audio recordings can assist struggling readers. Listening to a book on tape together promotes awareness of children’s reading materials and may encourage family members to be involved in children’s reading.

The following are tips to promote the effective use of audio books at home (Beers, 1998).

• Provide positive experiences of using audio books at school.
• Recommend audio books that interest students or are related to the current academic topics.
• Introduce the content of the audio books to the kids first before sending the books home.
• Check the speed of the recording. Struggling readers might need a slower speed.
• Check with parents about whether they have compatible machines to play the audio books at home.
• Encourage parents to use books and recordings with their children.

1. This article describes the benefits of audiobooks for children, where to find audiobooks, and how to preview them: http://childrensbooks.about.com/cs/forparents/a/audiobooks.htm

2. A New York Times article on audiobooks together with some suggested titles: http://www.nytimes.com/2012/05/20/books/review/lets-go-reading-in-the-car.html?pagewanted=all&_r=0

3. A brief explanation of the benefits of audio books along with six suggested places to find audio books for children at https://www.learningliftoff.com/free-audio-books-for-kids/

Check out the list of resources and ideas, including links to websites for further information.

RL.1: Ask and answer questions to show understanding RL.2: Recount stories RL.3: Describe how characters in a story respond RL.5: Describe the overall structure of a story RL.7: Use illustrations and words to understand characters, setting, or plot RL.10: Read and comprehend a variety of texts RI.1: Ask and answer questions to demonstrate understanding RI.2: Identify the main topic RI.4: Determine the meaning of words and phrases in a text RI.6: Identify the main purpose of a text RI.10: Read and comprehend informational texts RF.3: Know and apply grade-level phonics and word analysis to decoding words RF.4: Read with accuracy/fluency for comprehension

1. “Supporting Your Beginning Reader.” This 2-page PDF file gives basic information and suggestions for parents on supporting their children reading at home. It also includes useful websites. This is a free download at: http://school.cbe.ab.ca/school/abbeydale/SiteCollectionDocuments/Supporting-Your-Beginning-Reader.pdf

2. “What Kids Really Want to Read.” This 2-page PDF file gives basic information and suggestions for parents on selecting reading texts for their children. It also includes useful websites. This is a free download at: http://www.avonworth.k12.pa.us/Downloads/What_kids_really_want_to_read_2018621142528428.pdf

3. “5 Readings Tips for Parents to Keep Their Kids Engaged” at https://www.scholastic.com/parents/books-and-reading/reading-resources/developing-reading-skills/reading-tips-parents.html

1. Introduce this unit to your whole class. Tell students what they’re going to be doing with this unit. Explain the big picture and the final objectives. For example you might say “We are going to start a new unit so that we can all get to know each other better. I want to learn more about you and your families, and I want all of us to get to know each other better. I think that is really important to us having a good school year together.

2. Start by activating students’ background and asking them to make predictions. For instance, you can ask: “Has anyone ever read this book before? What do you see on the cover page? What do you think the book will be about?”

3. Give instructions to students, like:

a) “We are going to read this Flat Stanley chapter book together. We will practice our reading and it will also help us get ready for other things we are going to do in this project.”

b) “After we read the book, each of us is going to take this Flat Stanley traveling journal to our homes and write about our families and the experiences “Flat Stanley” has while he is visiting with us. I will be the first person to take it home so that you can see how to do it.”

(c) “Next you will return the journal and share a few things that Flat Stanley experienced at your home with your family.”

(d) “In this way, each of us will take a turn to bring Stanley to our homes and then talk about it with the class.”

(e) “This will give us a really great chance to get to know each other better, and practice our reading and writing at the same time.”

3. Read aloud the selected Flat Stanley book. While reading, remember to engage students, apply reading strategies, and make personal connections.

4. Send a letter to families explaining the project and motivating them to be engaged with it.

5. Introduce the traveling journal component once you have finished reading the book. Negotiate with students the criteria for taking the journal and “Flat Stanley” to their homes and narrating Stanley’s journeys. For example, the number of days they will take it home, how much they should write, what they should write about, in what capacity they should include their family members, and whether they should include photos. Take notes of the criteria and later post this prominently on classroom wall, next to memorabilia of Flat Stanley. If you have the time, you may want to scan student and family work in case the journal is misplaced.

6. Take the journal and “Flat Stanley” (e.g. laminate a color picture of Flat Stanley; also if you have extra copies, you might send a Flat Stanley book along with the journal). After the designated number of days, return the journal and Flat Stanley and share it.

7. Review students’ expectations of taking the journal home, answer students’ questions, and assign the first student to take it home.

8. Have the first student share the traveling journal and provide time for questions from the audience. Continue with the rest of the students of the class.

9. Make the traveling journal and extra copies of Flat Stanley available for students to read during the silent time or free time.

10. Consider creating a visual map of the “traveling” of Stanley from home to home.

11. Close the unit with written and/or oral reflections. You can ask questions like: What did you learn from the traveling of Flat Stanley? What are some things you learned about your classmates? Why do you think it is important for us to know each other in our classroom? What’s the most interesting thing you learned about a classmate that you didn’t know before? What else do you think we should do to continue getting to know each other and have a good classroom community?

RL.1: Ask and answer questions to show understanding RL.2: Recount stories RI.1: Ask and answer questions to show understanding W.2: Write an informative or explanatory text W.3: Write a narrative W.5: Focus on a topic; strengthen writing by revising W.7: Participate in shared research and writing projects W.8: Recall information from experiences or gather information from sources SL.1: Participate in collaborative conversations with diverse partners SL.4: Tell a story or recount an experience SL.5: Add drawings/visual displays to stories or recounts of experiences

1. Flat Stanley Project. See this website for additional resources and connections to other classrooms around the world: http://www.flatstanleyproject.com

As with other subjects, parent involvement is important for students to learn mathematics. There are several ways to promote your students’ parents engaging with their children about math topics.

Activities related to school curriculum:

1. Send math projects home for parents and students to talk about. Provide a feedback sheet for parents to provide comments. For example, ask parents to talk about quantities of things with their children. Tell them to ask their children how they came up with their answers. Below is an example of a conversation between a parent and her child.

– Family member: Tell me about your picture. – Child: This is me, Amy. I am drawing my dolls at home. – Family member: How many dolls did you draw here? – Child: Four. – Family member: In your room, I saw six dolls. Why did you draw only four in your picture? – Child: Oh, because on that day, I only had four in my room. Daddy just sent me that blue one yesterday and Auntie Lily gave me this one today.

2. Design math projects that promote family engagement. For example, ask students to find containers at home, investigating the purposes and size of each container.

Opportunities parents can use to discuss math at home:

1. Dinner time. A family member takes advantage of an upcoming improvised dinner with some family members and turns the occasion into a math game.

– Family member: Tūtū and auntie Mary are coming for dinner. How many more utensils should we prepare now in addition to those for mommy, daddy, and you? – Child: I’m not sure… – Family member: OK, let’s set up the chairs and see how many more utensils we need. [Child counts newly set up chairs and gets two forks] – Family member: we also need knives, right? [Child gets them and sets them on the table] – Family member: OK, let’s count together [Family member and child count up to four] – Family member: four, great, we needed 4 more utensils, 2 more forks and 2 more knives. And now, how many plates do we need? [Continue to the conversation for other items needed to set the table for two more guests]

2. Clean-up time.

– Family member: Kahea, it’s time to clear up. We have to get ready for bed. – Child: OK. (Starting to put away all of the toys into a big basket). – Family member: Kahea, what could we do differently instead of putting away everything in that green big basket so everything will look neat? Maybe we can put things by color? – Child: Can I put the green toys here? – Family member: That’s a great idea. How about those blue toys? [Continue to the conversation with other ways to sort items by color]  

*Potentially all the Math standards:

2.0A.1-4: Operations and Algebraic Thinking

2.NBT.1-9: Number and Operations in Base Ten

2.MD.1-10: Measurement and Data

2.G1-3: Geometry

1. For a list of Math terminology, support for Math homework, Math games, family Math games, and other resources check out Oregon City School District’s website at https://www.ocsd62.org/district/mathematics

2. “Doing Mathematics With Your Child: Kindergarten to Grade 6” A Parent Guide by Ontario Ministry of Education at http://www.edu.gov.on.ca/eng/literacynumeracy/parentguidenumen.pdf

3. Help your child learn mathematics: With activities for children in preschool through grade 5 http://www2.ed.gov/parents/academic/help/math/math.pdf

This shows respect and recognition of students’ and families’ identities, and also helps to increase literacy in both languages. Dual language books can be used as a scaffolding structure for your English language learners. Incorporate the native language (other than English) and/or bilingual books into your language arts curriculum and into the weekly reading homework.

1. Send an explanatory letter home to parents. Gather resources. Ask for donations of used children’s books in the native languages of your students, get a grant, and ask your school to see what is already available.

2. During your small group reading time, explain the purpose and goals of the program to the bilingual students.

3. Read a couple of books with your students as a class activity.

4. Model and explain how you would like them to complete the readings at home.

5. Integrate these books into your lending library system. For example, you can create a checklist of books borrowed, get re-sealable plastic bags for students to carry books home, maintain a checklist of the books students have completed, and keep a file for recording students’ completion of reading comprehension tasks.

6. Motivate students. Encourage family members to get involved by having their child share the story at home, reading together, discussing the contents, and making personal connections to the student’s home and culture.

7. Have students share their readings and use the opportunity to connect to students’ home cultures.

8. Promote family members reading aloud in the native language, helping children read, and extending the readings by explaining, comparing, and commenting on the text. Recruit bilingual family members to come to class and do the same.

9. As a culminating activity, have students read aloud their chosen bilingual texts, with or without the help of their family.

1.  International Children’s Digital Library at http://en.childrenslibrary.org/

2. Children’s Books Online. Find children’s books online as well as corresponding translations at http://www.childrensbooksonline.org/library-translations.htm

3. Houghton Mifflin Harcourt. This site provides different children’s genre and instructional books, in addition to books in different languages. http://www.hmhbooks.com

4. Scholastic is the largest children’s book publisher. For dual language resources, search using key words such as bilingual, culture, diversity, and dual language at http://www.scholastic.com

5. Amazon has a large database for books. Search using key words such as language, bilingual, culture, etc. at http://www.amazon.com

6. Search for children’s books at https://www.barnesandnoble.com

7. Cinco Puntos. This site a selection of bilingual Spanish-English books and audiobooks at https://cincopuntos.com

Read several examples about family engagement initiatives in Hawai‘i. Consider what was successful and challenging, and generate at least two action items you could try in your classroom to enhance your family engagement practices.

1. Read the two short newspaper articles about two different family engagement initiatives in Hawai‘i.

• Use multiple strategies to keep parents updated: https://www.staradvertiser.com/2010/10/08/hawaii-news/teacher-best-in-kids-book/
• Families and classroom teachers (FACT) at Kaunakakai school:  http://archives.starbulletin.com/2005/02/06/news/story4.html  or http://themolokaidispatch.com/hero-kaunakakai-school/

2. Reflect on what you learned. How can you use what was learned to shape your approach to family engagement?

3. Peruse the resources section to see links to family engagement in current school projects in Hawai‘i.

4. Select two projects that pique your interest.

5. Based on the previous reading and the two projects you learned about, answer the following:

• What is the most powerful aspect of family engagement you observed in this project?
• Who took the initiative for the project?
• How did the families, teachers, and students react?
• What kinds of resources are available for you and your school to support your family engagement efforts?

1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.

1(h) The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.

2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms, including Native Hawaiian history and culture.

2(j) The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.

2(k) The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction.

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.

8(p) The teacher is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.

Standard #9: Professional Learning and Ethical Practice 

9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.

9(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.

10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

10(l) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.

10(m) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.

http://www.waikikischool.org

Home visits allow teachers and families to connect in an informal setting, provide teachers an opportunity to expand their knowledge and understanding of students’ home lives and cultural and linguistic backgrounds, and provide opportunities to identify, prevent, and resolve problems in a more friendly and efficient manner.

Home visits allow teachers and families to connect in an informal setting, provide teachers an opportunity to expand their knowledge and understating of the students’ home life and cultural and linguistic background, and provide opportunities to identify, prevent, and resolve problems in a more friendly and efficient manner.

Conduct at least one home visit with the family of a diverse student in your class. Write 2 double-spaced pages of reflections about the experience, and indicate three specific things that you learned as well as three specific actions you can take to use your newly acquired knowledge and experience about the children and families you are serving in your daily teaching practices.

1. “Parent Teacher Home Visits: Creating a Bridge Between Parents and Teachers as Co-Educators in Springfield, MA and Seattle, WA”  https://www.neafoundation.org/wp-content/uploads/2017/07/pthv-full-issue-brief-5.pdf

2. “Home Visits 101” at https://www.edutopia.org/article/home-visits-101-cristina-santamaria-graff

3. The Parent Teacher Home Visit Project provides some tips for scheduling and preparing for home visits. The project also provides educator training as well as hosts a conference on parent teacher home visits. http://www.pthvp.org

4. Should teachers visit student homes? The following blog appeared in The Washington Post and addresses this question. http://www.washingtonpost.com/blogs/class-struggle/post/should-teachers-visit-student-homes/2011/08/17/gIQApbzoMJ_blog.html

Become familiar with the neighborhoods where the majority of your students live. You can then be aware of the resources available and refer students and families to them.

As the classroom teacher, are you familiar with your students’ community? What resources exist? What’s available in the community for students to do after school? Where do they go shopping? The neighborhoods students come from always have a great influence on students’ learning in class. When teachers spend time understanding where their students are from, the students get more respect from their teachers. At the same time, the teachers will have a deeper understanding of the neighborhood in terms of its history, challenges, and resources. Several places/ people you can visit:

• Local landmarks
• Longtime residents
• Community activists
• Church leaders
• Small business owners who live or work in the neighborhood for years

With one or more colleagues, explore your school’s community. Before you go, do some homework first. You can jot down some questions that you want to ask community members. What you learn from the neighborhood walk will help you identify resources that you can use for your instruction. Also, you might start to build your relationship with parents before the school starts during the walk.

After or while familiarizing yourself with the neighborhood(s), draw a map illustrating the location of the school and the various resources in its vicinity.

7(m) The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).

9(d) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem solving.

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Building skills & learning at home: parent handouts (aka fun homework for preschoolers), share this post:.

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Parents are a child’s first teacher.  Building skills and learning at home is paramount for kids of all ages to be successful.  I created Building Skills & Learning at Home:  Parent Handouts to give parents fun and simple suggestions and games/activities that they can do at home.  These activities help their child reinforce skills at home using materials they already have around their house.

This post contains affiliate links.

Learning at Home parent Handouts

The activities are fun and hands-on using materials families already have at home.  You don’t need to send anything home but the handouts!  It’s super simple: just print and send home! Print on colored paper to make them stand out (and hopefully less likely to get lost).

Preschoolers DO NOT NEED worksheets sent home as homework.  Preschoolers NEED to learn through play WITH their families.  These handouts will give them tons of ideas to continue the learning at home through play.

Parent handouts are great to send home

• at the beginning of the year
• parent nights
• parent-teacher conferences
• before summer vacation
• in students’ homework folders or backpacks anytime during the year

Every year, I always send them home at fall and spring parent-teacher conferences.  I also send them home randomly throughout the year, attached to my newsletter or reading logs.   Often, an individual student will need reinforcements at home, or a parent requests additional support ideas.  The handouts work great then, too!

Parent Home Notes Included:

• Reading at Home (2 pages)
• Writing at Home (2 pages)
• Learning about Letters at Home (2 pages)
• Math at Home (2 pages)
• Fun Fine Motor at Home (2 pages)
• Playdoh & Goop Recipes (1 page)

Go grab Parent Handouts from my TPT store by clicking on the photo below.

All you have to do is just print it and send it home!

Like it? Pin it!

hey, i’m jackie!

I’m Jackie, your go-to girl for early childhood inspiration and research-based curriculum. 

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Homework Ideas For Kindergarten

Homework is a tricky topic in most schools, especially in the younger grades. Homework in kindergarten is sometimes completely forbidden by the school, left up to the teacher, or required for all students. In my experience, homework for kindergarten students can be beneficial. It can reinforce the skills learned in the classroom and get parents involved in the learning process. However, it must be developmentally appropriate for our youngest learners. 

In order for homework to be perfect for kindergarten, it must be short enough to maintain students’ attention.

Pages and pages of written work will frustrate kids, and busy parents do not want to complete more school work for hours each evening. Short, meaningful assignments will keep kids and parents engaged. They will also be more likely to positively influence learning. 

In addition to the amount of time assignments take, the content of the assignments is also important to consider for kindergarten students. Research has shown again and again that reading with a parent (and independently) for 15-20 minutes daily is extremely beneficial to young learners. So reading together is probably the most important part! 

Assignments should also reinforce basic skills with targeted practice. It is not the time for learning completely new concepts. Additionally, assignments with oral components are perfect for kindergarten students. As they interact and talk with their caregivers, they are learning important communication skills. They are also cementing their understanding of the concepts they’ve been learning at school. 

So- short, meaningful, targeted homework that involves parents seems to be the perfect recipe for kindergarten.

That’s a lot to think about when making assignments. If you don’t have the time to plan and prepare assignments that fit your needs for homework- my Kindergarten Homework Packets might be the answer! 

This bundle includes homework packets for the entire year . They are editable, but can also be printed and used immediately. The homework packets are set up to go home every three weeks. You choose three books to send home with each packet, and your students will have everything they need for meaningful homework. 

Sight words as well as Common Core standards for reading, writing, math, science, and social studies are all addressed throughout the year. Activities include written and oral activities that are perfect for school-home connections. Your students will enjoy their homework, and you can rest assured that it is appropriate and engaging. 

What are your thoughts on homework in kindergarten? Let me know in the comments!

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