Homework That Brings a Smile
Every parent adores Refrigerator Papers! These are the papers that have few errors, beautiful handwriting, and a large, bold A+ at the top of the paper.
Every parent dreads the Homework Blues. Tears pouring out the eyes, papers worn thin by erasers only to be ripped in frustration, sighs, "do-I-have-to's," and avoidance schemes that would leave the greatest con-artist shaking his head in disbelief.
How does a teacher and a parent reduce the impact of the Home Blues while maximizing the Refrigerator Papers? I am s0 glad you asked! Below you will find teacher and parent tips. Instead of singing the blues tonight, smile as your refrigerator gets a make-over!
**Please remember these tips are for students who have learning disabilities, ADHD/ADD, and/or mild autism.**
Teacher Tips:
Purpose of Homework (HW): To further cement into the growing mind the concepts learned
during the day by aiding in the transferring of information from short-term memory to long-term
memory. How do you do this without frustrating a parent or student?
1. Thin It: Speak with your administration on HW reductions options and grading specifications for
students who struggle with conventional homework. Here at Wilmington Christian, we
reduce homework expectations for specific students. Our grading system is based on points,
so we simply grade the student on the work accomplished and then figure out the percentage
and transfer it accordingly.
Example: Students are assigned #1-20 in math. Student A finishes all the even problems for #1-20
(thus completing 10 problems) getting 2 wrong. This translates to an 80%. So in the
gradebook, Student A would get 16/20 points which is 80%
2. List It: On heavy homework nights, help struggling student prioritize. Test that are later on in the
week can be studied another night or can be studied for a shorter amount of time.
Organizing study time can take up a lot of time for parents at night. By helping out the
student during down time during the school day, a teacher can greatly alleviate some of the
frustrations at home.
3. Teach It: Teach methods without enabling. Make sure modification and accommodations materials
are sent home as needed.
Example 1: I do not give study guides. My job as an educator is to teach students to think not
memorize. Study guides teach one how to memorize not how to think. However, I will
work one-on-one with a student to teach the 1/3 to 2/3 note-taking method, how to
use Studyblue.com with their list of terms in the book, and how to outline a chapter. I
will welcome a parent into my room to watch me teach these methods so they can help
their child do homework and study.
Example 2: One day Student A (mentioned above) is really on target and gets the entire homework
page done in class. The next day the same student is completely befuddle by the same
concepts. This is common in students with learning disabilities. Send home an extra
practice sheet instead of the regular homework. Figure out exactly what concepts need
to be understood (many of the objectives in our teacher's editions are not necessary to
the overall concept being taught)
Parent Tips:
1. Prioritize It: Create a homework area that is organized, fun, and structured.
A. Add elements that fit your child's personality (a CD player for those who do better listening to
music, pink cork board for the girl who loves pink, a sticker chart to show progress, etc)
B. Schedule your child's time using a calendar. Be specific on the amount of time spent on one
assignment, how long breaks are, when breaks take place, etc. Do this before your child comes
home from school.
2. Own It:
A. Discover what type of learner your child is (visual, auditory, kinesthetic, or a combination)
B. Research your child's difficulties. Ask for resources and find solutions to problems. Share these
resources and solutions with the teacher in a team effort to help your child out. Teachers want so
much to help you and your child, but they only have so many hours in a day to grade papers,
answer phone calls, and get ready for tomorrow's lessons.
C. Accept your child's limitations and praise a job well done. Remember that in Christian schools
C is average. A high school student with a learning disability that is achieving a D or C in
Advanced Chemistry should be praised and encouraged. This is going to look amazing on a high
school transcript to any university administrator who understands that your child has a learning
disability. Set reasonable year long goals with your child and your spouse (team mindset), break
it down into manageable parts for each quarter and/or each week and/or each day, and watch the
refrigerator papers invade your home!
D. Praise your child's progress-big and little steps. You are your child's greatest critic and loudest
cheerleader. Proverbs 31 speaks of a woman's tongue holding the law of kindness.
*Hold your praise in balance with your expectations of excellence, and pray daily for wisdom
as this is the hardest aspect of your job.
*Find a teacher or friend who can be an honest sounding-board to let you know how well you
are doing in your balancing act.
Every parent dreads the Homework Blues. Tears pouring out the eyes, papers worn thin by erasers only to be ripped in frustration, sighs, "do-I-have-to's," and avoidance schemes that would leave the greatest con-artist shaking his head in disbelief.
How does a teacher and a parent reduce the impact of the Home Blues while maximizing the Refrigerator Papers? I am s0 glad you asked! Below you will find teacher and parent tips. Instead of singing the blues tonight, smile as your refrigerator gets a make-over!
**Please remember these tips are for students who have learning disabilities, ADHD/ADD, and/or mild autism.**
Teacher Tips:
Purpose of Homework (HW): To further cement into the growing mind the concepts learned
during the day by aiding in the transferring of information from short-term memory to long-term
memory. How do you do this without frustrating a parent or student?
1. Thin It: Speak with your administration on HW reductions options and grading specifications for
students who struggle with conventional homework. Here at Wilmington Christian, we
reduce homework expectations for specific students. Our grading system is based on points,
so we simply grade the student on the work accomplished and then figure out the percentage
and transfer it accordingly.
Example: Students are assigned #1-20 in math. Student A finishes all the even problems for #1-20
(thus completing 10 problems) getting 2 wrong. This translates to an 80%. So in the
gradebook, Student A would get 16/20 points which is 80%
2. List It: On heavy homework nights, help struggling student prioritize. Test that are later on in the
week can be studied another night or can be studied for a shorter amount of time.
Organizing study time can take up a lot of time for parents at night. By helping out the
student during down time during the school day, a teacher can greatly alleviate some of the
frustrations at home.
3. Teach It: Teach methods without enabling. Make sure modification and accommodations materials
are sent home as needed.
Example 1: I do not give study guides. My job as an educator is to teach students to think not
memorize. Study guides teach one how to memorize not how to think. However, I will
work one-on-one with a student to teach the 1/3 to 2/3 note-taking method, how to
use Studyblue.com with their list of terms in the book, and how to outline a chapter. I
will welcome a parent into my room to watch me teach these methods so they can help
their child do homework and study.
Example 2: One day Student A (mentioned above) is really on target and gets the entire homework
page done in class. The next day the same student is completely befuddle by the same
concepts. This is common in students with learning disabilities. Send home an extra
practice sheet instead of the regular homework. Figure out exactly what concepts need
to be understood (many of the objectives in our teacher's editions are not necessary to
the overall concept being taught)
Parent Tips:
1. Prioritize It: Create a homework area that is organized, fun, and structured.
A. Add elements that fit your child's personality (a CD player for those who do better listening to
music, pink cork board for the girl who loves pink, a sticker chart to show progress, etc)
B. Schedule your child's time using a calendar. Be specific on the amount of time spent on one
assignment, how long breaks are, when breaks take place, etc. Do this before your child comes
home from school.
2. Own It:
A. Discover what type of learner your child is (visual, auditory, kinesthetic, or a combination)
B. Research your child's difficulties. Ask for resources and find solutions to problems. Share these
resources and solutions with the teacher in a team effort to help your child out. Teachers want so
much to help you and your child, but they only have so many hours in a day to grade papers,
answer phone calls, and get ready for tomorrow's lessons.
C. Accept your child's limitations and praise a job well done. Remember that in Christian schools
C is average. A high school student with a learning disability that is achieving a D or C in
Advanced Chemistry should be praised and encouraged. This is going to look amazing on a high
school transcript to any university administrator who understands that your child has a learning
disability. Set reasonable year long goals with your child and your spouse (team mindset), break
it down into manageable parts for each quarter and/or each week and/or each day, and watch the
refrigerator papers invade your home!
D. Praise your child's progress-big and little steps. You are your child's greatest critic and loudest
cheerleader. Proverbs 31 speaks of a woman's tongue holding the law of kindness.
*Hold your praise in balance with your expectations of excellence, and pray daily for wisdom
as this is the hardest aspect of your job.
*Find a teacher or friend who can be an honest sounding-board to let you know how well you
are doing in your balancing act.