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How involved should parents be in a child’s homework?

Homework can be a source of conflict between parents, children, and teachers if expectations and philosophy aren’t clear. Each teacher and school have a homework philosophy, and therefore, how much they want parents to participate in completing homework may be different from school to school or teacher to teacher. However, I have found that many educators feel that you should help in developmentally appropriate ways through the years and adjust the way you help your child as he or she grows.

Children from 3K to first grade will need parent support if they have homework to complete. They will often need their parents to read directions for them, listen to them read, or do the homework with them. As soon as students can write, they are expected to write any answers by themselves but with parent support.

When students in grades 2-4 have homework, they are now able to do most of it without any assistance. They may need parents to check in with them and problem solve if they don’t know what to do, and they may need parent reminders to do their homework and complete assignments on time.

As students move into grades 5-8, they are now learning how to keep their assignment book on their own, plan how they will complete homework assignments, and study for tests and quizzes. Parents do not need to help very much with the homework itself but may need to help their child schedule his or her time, study for a test, or make sure that their child is asking his or her teacher for help when confused on a homework assignment.

Some students will continue to need these parent supports in high school, while others take on full responsibility for their homework once in high school. This gradual release of responsibility looks slightly different for each child and should be adjusted to meet his or her needs. Our goal is always to help each child grow and learn more responsibility each year, while still supporting the child with his or her unique learning needs.

God’s Word does not give advice on doing homework specifically; however, he does tell us how we should conduct ourselves in all situations. “Whether you eat or drink or whatever you do, do it all for the glory of God” (1 Corinthians 10:31).

This passage reminds us that as parents we have an important responsibility and opportunity to model for our children the perspective and attitude we should all have when completing tasks and working hard. Homework is no different . . . do it all for the glory of God!

Rachel Blum and her husband, Matt, are raising their three children in the country in Bonduel, Wis. Rachel currently teaches at St. Paul, Green Bay, Wisconsin.

Singing the homework blues

Are you familiar with the old song: Homework! Oh, homework! I hate you. You stink! I wish I could wash you away in the sink . . .?

Somehow I can imagine my own kids turning to me and saying, “Dad, if you hate homework so much, stop assigning it!” Seriously, though, I remember my kids singing this little ditty when they were in school. Homework is probably nobody’s favorite. Nonetheless, homework is a reality for many families.

I asked a pair of veteran teachers for their advice on how parents can best assist their children with the homework challenge. Here are some tips.

  1. Establish a positive attitude about the value of school and homework. Create a family routine and an expectation that this is important and needs to be done to be prepared for the next day. Nothing is more anxiety-creating than not being prepared and wondering how teachers and classmates will react.
  2. Pray with your children about school and school work. God cares about it all. As anxiety and depression rates for children have increased to astounding rates, reinforcing that they have an almighty, loving heavenly Father is ultra-important. He cares . . . even about short quizzes or big tests.
  3. Find a comfortable, inviting place for children to do homework where parents can oversee progress. Kids’ rooms today offer many distractions that can get in the way of the efficient use of homework time.
  4. Understand teacher expectations and communicate with your child’s teacher(s). Take advantage of home visits or entrance conferences to talk about homework expectations. Teachers will be happy to share strategies they prefer or tools that can be used at home. Today’s digital age gives parents and students amazing tools—e-mail, websites, online videos. Many curriculums include online videos and tips. This can help alleviate arguments about how to do tasks like multiplication and division correctly.
  5. Don’t give up on the old tried-and-true methods. They have worked for generations and will continue to work. Strategies like making notecards, using flash cards for math facts, practicing spelling words, quizzing students on their reading assignment, listening to memory work—these all still are great ways to help your students to find success. Help your child to find ways that complement their learning style.
  6. For upper-grade students, consider becoming a kind of “accountability partner.” At this level, sometimes the subject matter is getting difficult for parents . . . even well-educated ones. The homework belongs to the students. In a time when digital contacts are growing, having parents help face-to-face needs to be encouraged. Parents can be a big help by encouraging the student to transition into a self-advocate role.
  7. Realize the change that has taken place. Teachers and parents are not so much the purveyors of knowledge but guides to unlocking and applying it. The information is more accessible than ever; parents can inspire their children’s curiosity on topics they aren’t naturally curious about.

Maybe it’s time for a new tune: Homework! Oh, homework! You can be a pain. But at least you’re a way to exercise my brain!

Dave Payne and his wife, Joyce, have four adult children and two grandchildren. Dave serves as communications director at Fox Valley Lutheran High School, Appleton, Wisconsin, and is a member at Eternal Love, Appleton.

Silence or counsel?

My mother hardly spoke of it. But when she did, even in old age, hurt haunted its telling.

On a Sunday morning, right after worship, Mom took my two brothers and me to visit her parents. I was in second grade. One brother was in kindergarten, and the other was three.

The Adams’ farm was our Disney World. It thrilled us with live acts starring chickens, dogs, pigs, and cows. Its mud and muck, ladders and lattices were playgrounds. Adventures always awaited in the barn, haymow, machine shed, and an assortment of outbuildings.

But not on this day. Mom warned, “Do not leave the house. Do not get your good clothes dirty.”

Of course, my kindergarten-age brother and I chafed under being tortured in my grandparents’ living room by adult conversation. When we realized that Mom was fully engaged with her parents, we tiptoed toward the door and eased into the backyard.

We were escapees for only a few minutes. Transformation to ragamuffin doesn’t require longer. Our shoes were caked with mud. Our pants glowed with grass stains. Our white shirts had smears of something unspeakable. Mom’s voice shattered Adventureland. “James Allan! David Dean! Get in here this instant.”

Punishment should have been swift and painful. But Grandpa stepped between Mom and us. “Fran,” he said, “you should have realized this would happen. If you didn’t want them to get their clothes dirty, you should have had them change.”

An instant later we were on our way home. Grandpa saved us from the hurt of a spanking, but Mom experienced the hurt of feeling disrespected and shamed by her father.

Mom’s story urges me to evaluate how well I show respect for my daughters’ parenting. My daughters are great parents. I admire their wisdom, commitment, and sacrifice. However, from time to time, I do feel I have advice to offer. Then I struggle with choosing counsel over silence. I know my Savior’s advice about “speaking the truth in love” and saying “what is helpful for building others up” (Ephesians 4:15,29). Gratitude for his grace prompts me to honor his words, but applying his advice is challenging.

Several questions help with that challenge.

  • Is there a risk of significant harm? (By the way, I’ve never answered that question with yes.)
  • Is this the right time and the right situation for sharing my “wisdom”?
  • How can I give advice in a gentle way that shows love and respect?
  • Have I put the best construction on the situation? Do I understand the backstory?
  • Have I asked, “Is there a way I can help?”
  • Is this a difference in parenting styles or is this a parenting problem?
  • Have I taken my emotional pulse?
  • Have I asked Jesus for advice? Have I talked this over with my wife?

Now it’s your turn. Parents and grandparents, have a conversation.

James Aderman and his wife, Sharon, raised three daughters and are now enjoying their 10 grandchildren.

Stand firm, even if it’s not popular

“You sure make parenting hard!”

That’s the statement I heard from another parent as I finished explaining to my young child that we were running to the grocery store. My child didn’t want to stop playing, but we needed to go. My friend insisted that a child should not have to do something he didn’t want to do if it wasn’t fun for him. I calmly replied that a quick run for milk was just one of those things we sometimes do as part of a family. No surprise that as we were walking to the car, my son screamed, “You’re not a fun mommy!” Wow. Pop that aspiration!

This was not the first time, nor would it be the last, that my parenting would be undermined. While the circumstances were not terribly important, the principles were. I have seen firsthand that sticking to principles in the early years has payoffs in the later years. It was important for my son to hear and learn some important lessons.

He needed to know that how other people’s families run was not his concern. He did not need to hear his mother pass judgment on someone else’s parenting. Whatever I may have thought privately was not the business or worry of children. As a classroom teacher, it was often evident when children heard gossip from their parents’ lips. What my children needed to know were the rules for our family and our house. Other kids’ parents were quite often more fun and less strict than my husband and I were. Entering a parenting popularity contest ensures somebody is going to win at the cost of somebody else losing.

Dealing with contrary forces outside our home was at times difficult as well. Many times we found no need to address the undermining with our children because our stance was clear and consistent. Our children were smart enough not to waste their breath. Sometimes we did find it necessary to affirm our rules to other adults in light of their questions or actions. We tried to point out what we did without becoming defensive or critical. Again, our concern was with our own family, not theirs. On occasion, it was made clear that the house rules of another family were in direct or dangerous conflict with ours. This passive form of undermining sometimes resulted in limiting exposure to these homes or children. It meant opening our home to social interaction with our children’s friends. This had the unintended reward of getting to know and love our children’s community.

People are more receptive with your parenting choices when you show love, especially to their children. When we were asked why our children got along or why they were respectful, the door was open for a joyful testimony to the goodness of God’s love and forgiveness.

Mary Clemons lives in Los Angeles, California, with her husband, Sam. They have three children and seven grandchildren.