Middle School Philosophy MID ED 4315-001 Dr.

Vatterott April 16, 2013

 A passion for learning isnt something you have to inspire [kids to have]; its something you have to keep from extinguishing. ~ Deborah Meier

Sitting at the kitchen table Ella, a kindergartner, is adamantly against working on her simple addition and subtraction homework. Some nights erupt into a tantrum of kicking and screaming. Her mother strategically uses kindle apps and computer games to avoid these situations. Ellas teacher posts weekly information on the class website of what is being done in class, and lists homework she would like parents to do at home. Practice spelling words, sight words, reading, writing, and math all make the list. Ella enjoys reading aloud two books after school and two books at bed time, writing stories in her journal, and uses dry erase board with writing lines to work on proper handwriting form. A Brief Summary The amount of homework and the correlation to academic success has been debated for decades. Opinions vary upon who you ask: parents, students, educators, researchers, politicians, policy makers.the list goes on and on. In his book, The

Homework Myth: Why Our Kids Get Too Much of a Bad Thing, author Alfie Kohn, opens
Pandoras box is to the debate of homework. As he explores the impact homework has

on students, their families, and academic learning, Kohn highlights research as far back as the 1960s. Kohn scrutinizes whether homework has nonacademic benefits, or if it improves standardized test scores. Finally, he challenges his readers to rethink and modify the default notion of homework. Kohn states, we need to look carefully at the data and evaluate the arguments on both sides. The two questions to be investigateddoes homework turn out to be beneficial, why not? (Kohn, p. 9) Significant Idea #1 Traditionally, homework is tasks or assignments given to students to complete outside of the classroom. In recent years the trend is evolving to allow students to complete these tasks or assignments during class time. Kohn opening chapter, Missing Out on Their Childhoods depicts elements of Ellas scenario described above. In describing the impact homework has on students, Kohn identifies five basic complaints one frequently hears about homework. First is the burden that is put on parents; the requirements and time commitment adds stress and reduces family time. Second is the pressure that weighs on children. Most attentive parents can testify that their children are chronically frustrated by homework weepy, stressed out, and fed up (Kohn, pp. 10-12). Sadly, these first two complaints evolved out of a vicious cycle. Parents feel pressure from their students teacher and school officials to make sure their children are buckling down and keeping up (Kohn, p. 12). This stress is, of course, passed onto the students. Family conflict by default is the third complaint. The arguing, fighting, nagging, and tension homework becomes a negative residual effect on the family. Spending after school hours on homework obviously implies students and their families

have less time for other activities; this is the fourth compliant listed. Childrens basic needs for socialization, recreation, creative activities, and sleep are not being met due to the imposition of homework. Finally, homework adversely affects students interest in learning. Most kids feel much like child who wrote this handwritten note they hate homework. Kohn expresses that homework may be the single most reliable extinguisher of the flame of curiosity (Kohn, pp. 16-17). This fact alone should drive educators and school officials to reevaluate homework! Significant Idea #2 In the next two chapters, Kohn examines decades of research looking for empirical evidence that homework is beneficial. Kohn is quick to point out that to do so is not straightforward (Kohn, p. 25). Citing an article in the Journal of Education

Psychology, Kohn supports this notion The conclusions of more than a dozen reviews
of the homework literature conducted between 1960 and 1989 varied greatly. Their assessments ranged from homework having positive effects, no effects, or complex effects to the suggestion that the research was to sparse or poorly conducted to allow trustworthy conclusions (as cited in Kohn, p. 25). Kohn concludes there is no clear evidence that homework doesnt help students learnthe burden of proof here doesnt rest with critics to demonstrate that homework doesnt help. It rests with supporters to show that it does (Kohn, p. 46). In doing so, supporters turn to nonacademic

benefits. Competition, character building, self-discipline, taking initiative, builds study skills, responsibility, independence, as well as, a communication link for parents and school are all factors for proponents of homework. Kohn questions parents and educators across the country to validate these nonacademic benefits. Instead, he finds that both parents and teachers are more likely to say they want children to be happy, honest, caring, ethical, sensitive, passionate, socially responsible, and appreciative (Kohn, p. 66). One only has to read the five complaints about homework to make the sound conclusion that homework does not translate to a happy, passionate, appreciative child. With evidence lacking, why is homework nearly universal and rarely questioned (Kohn, p. 71)? Significant Idea #3 Kohn explains, in the last five chapters of his book, in depth the answer to this question. The last four reasons are geared more towards homework: A disregard for research findings, sometimes even on the part of researchers A reluctance to ask challenging questions about common practices and institutions Fundamental misconceptions about the nature of learning An emphasis on competitiveness and tougher standards in education The belief that any practices students will encounter later, however unproductive, should be introduced earlier by way of preparation A basic distrust of children and how they choose to spend their time (Kohn, p. 72) Kohn illuminates the discrepancies of various studies, and was stunned by the extent of misrepresentation of the findings (Kohn, p. 77). Kohn uses the analogy of change the standard treatment of the 1830s, bloodletting to cure pneumonia. The doctor rejected the data that showed bleeding didnt work. He viewed the results as absurd

and terrifying. What did he do? He recommended his patients bleed earlier and bleed harder (Kohn, p. 119). Parents, and even some teachers, are like the doctor hesitant to address the homework argument, because it is easier to back policy makers and other teachers who are in support homework than is easier. Kohn is fighting an uphill battle, one that for many parents, policy makers and teachers is terrifying and absurd. In time, the research will show that students, who have no homework, will engage in learning. Personal Reactions Most parents, me included, can relate to the homework complaints Kohn covers in his book. I know all too well the imposition homework poses on family time. I have vivid memories of my youngest daughter, Haley, having full blown panic attacks at the age of ten years old because she forgot about a homework assignment. I am guilty of asking within the first five minutes of conversation, Do you have homework? There have been countless times when both of my girls were inside doing homework when neighborhood children were outside playing. Why? Sadly, I was victim to the idea that homework reinforced learning and responsibility. As a pre-service middle school math teacher, I was surprised to read the outcomes of research detailed in this book. I grew up with math drills, homework, and the mantra practice makes perfect rings in my memory. Yet, it is hard not to arrive at the same conclusion as Kohn, in regards to the research. The evidence is not clear; the outcomes vary tremendously, and were based on different variables. Like many parents I fell into the same mind trap thinking that homework developed responsibility, selfdiscipline, study skills, independence; i.e., character building. After reading this book,

and writing a middle school philosophy paper, I obviously allowed myself to be blindly misled. My responsibility, as a future teacher, is to engage students in learning. I want to be the young inspiring doctor brave and willing to try new techniques. Homework will be a thing of the past in my classroom. Most Valuable Thing When I began the journey towards becoming a teacher, my professor said that I had to agree to be a life-long learner. To me this means that I am open to learning new ideas, philosophies, technology, disciplines, etc Kohn challenged me to change my beliefs in the benefits of homework. The research may be inconclusive, but there are no overwhelming arguments that can claim homework is beneficial. In his last chapter, Making Change, Kohn makes a statement that jumped off the page; a lot of homework isnt inadequate its harmful. He continues that children view learning as dull, and pointless, and it drains away their desire to explore ideas (Kohn, p. 195). Educators strive to create a positive environment where children feel safe to encourage learning. Why then would we send the home with something that would harm them?

The Homework Myth has challenged me to take a stand, speak out, and encourage
others to rethink the worth of homework. I agree with Alfie Kohns statement, we ought to debate its merits and, if were persuaded that it does more harm than good, speak out against it (Kohn, p. 196)

Works Cited
Kohn, A. (2006). The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. Cambridge, MA: Da Capo Press.