Work Hard, Play Hard: Why I Believe in Homework

Lately there has been a lot of debate in America about homework. As you may know, a second-grade teacher in Texas, Brandy Young, recently communicated to her class that she had eliminated homework, a parent shared that on Facebook, and her post went viral. Since then, various researchers and educators have weighed in on this topic, with dramatically opposing opinions.  

The problem I see with the current debate is that it defines homework only as punitive busywork and a destroyer of childhood. Such a definition sets up a false choice: Children can “be children” and “enjoy” their childhood — or they can suffer an onerous burden of homework that ruins all other family time. When, in fact, these two things are not mutually exclusive at all.

I have tremendous conviction concerning homework, but my view is nuanced and complex. At its core, homework supports the idea that a student’s most important learning takes place outside the classroom, that independent work can lead children to drive their own learning. Effective homework is work that advances a child’s understanding and knowledge, not busy work or simplistic worksheets. Most important, homework — thoughtfully conceived and assigned — need not preclude the family dinners and leisure activities noted in Ms. Young’s post.

Homework is critical for different reasons at different ages.

In a world dominated by instant messaging and video games, it is very important that children read voluminously and begin to make it a daily practice. Fostering a love of reading should be the primary purpose of homework in elementary school. It is essential that the reading material be relevant, engaging, and student-selected. It is even better if this practice becomes a shared family event, something done together. In the early years, setting aside the time to read every day begins a routine that children will carry forward.

By middle school, homework begins to serve a very different purpose. It goes beyond building habits and routines to become a critical part of learning by doing, a concept promoted by John Dewey. By middle school, students need to not only read often but also write. By writing on a variety of topics and in various styles, students strengthen their skills and also find their own voice. They need to experience learning as an independent act, without the direct assistance of teachers, and plan for both long-term projects and quick-turn-around assignments to develop a robust set of time-management skills. Homework is the time to practice these things.

And of course, in high school, students must work toward an even greater level of independence — what they will experience in college, where classes are far from the main event. There is also a lot of material to cover; the independent work that students do is where much of the learning occurs.

At Success Academy, we believe that students can work hard and play hard. We believe in family dinners and the importance of sleep. We believe in learning by doing. And we believe in homework.