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Should We Abolish Homework

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Should We Abolish Homework

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  • November 2008
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Should Homework be Abolished
There are many debates on whether homework is beneficial or not. More and more students are spending a lot of out of school time on huge amounts of homework. This overload of homework is putting pressure on the students, along with their parents. Is the homework requirement becoming too excessive? Or is homework better than no homework at all? According to Etta Kralovec and John Buell homework should be abolished. After examining homework in the lives of students, families, and communities, Kralovec and Buell found that homework disrupts family life, interferes with what parents want to teach their children, and punishes poor students. Kralovec & Buell (2000). Homework restricts family life by limiting the time that parents could be teaching their children their heritage, religious beliefs, and many life skills. Arguing is happening more often over homework and students that do not have the means can’t get their homework done thus causing more stress for the family. Kralovec & Buell (2000). Kohn(2007) states there is three facts about homework: 1.The negative effects of homework are well known. Children become frustrated and exhausted. They have less time for other activities, and possibly lose interest in learning. 2.The positive effects of homework are largely mythical. There is no evidence of any academic benefit from assigning homework to children under the age of fourteen. 3.More homework is being piled on children despite the absence of its value. It’s being assigned on a regular basis no matter who the kids are and what they need. Many people across the country have expressed their frustration over homework. Parents wish teachers could see how so much homework eats away at a child’s love for learning. Kohn (2007). According to Nancy Kalish (2007) when schools push homework too much, children react by misbehaving, becoming anxious, burning out and coming to hate school. Educators have about seven hours a...

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