Homework: An obsolete concept

When one begins to consider homework as obsolete, the argument has to be built on whether homework is of value and efficacious for the pupil in the day-to-day learning process. Homework is for children and not for parents.

Homework, as has been traditionally conceived, is meant to supply the pupil with extra drill or exercise on what has been studied in school, in order to reinforce learning. My experience tells me, however, that, more often than not, the extra work set for the "after working hours" on what has been taught in school during class time could result in two negative attitudes being formed.

For those pupils who have quickly grasped the subject matter, homework tends to create boredom, having to repeat exercises in some area of learning that has already been acquired. On the other hand, those others who have been finding learning difficult may feel frustrated, having to work through exercises that are still beyond their comprehension.

What could be more useful and beneficial for the child, and which may be challenging to all pupils, especially those in the upper classes of the primary school and the lower forms of the secondary school, is the replacing of homework, as we know it today, by "prepwork".

By "prepwork" I mean scheduling specific themes or topics in a subject on termly basis indicating clearly the daily or weekly after-school tasks that need to be undertaken in preparation for the subsequent lesson.

Pupils will be required to look up and read around particular topics in books, encyclopedias, on internet and through contact and discussion with classmates and older siblings at home. Such assignments are more likely to induce students to investigate subject matter that raises questions and evokes interest in the course of their study.

Naturally, this system, like any new scheme in a class situation, needs to be given time for the pupils to get used to. Pupils will come to see the usefulness of the system and even the "fun" of pursuing such a "venture". More importantly, this would, psychologically, be passing on, to some extent, the onus for learning from the teacher to the pupil. It will now be the responsibility of the student to come up with ideas, questions and difficulties that will be tackled during lesson time.

There could also be an added value to the whole exercise where "exhausted" parents may be tempted to pursue the research requirements with their children, thereby enhancing family "quality time".

This ties up nicely with the next point I want to make regarding democracy in education.

When one refers to this, often ill-conceived concept of democracy, it is wise to speak about it in positive terms. The "responsibility for learning" that has been mentioned above ought to go hand-in-hand with the "responsibility for behaviour". These two responsibilities belong to the learner and when this is acknowledged and practised in school, all concerned with education will stand to benefit.

The democratic classroom empowers pupils to contribute towards decision-making in matters that affect them directly. It will be incumbent on both teacher and learner to uphold good order in class and to attach the appropriate consequence to specific infringements of the "ground rules" for instance. Taking "prepwork" as an example, the consequence for the pupil who fails to come to a lesson "prepared" is to forfeit his/her right to participate actively in a particular lesson. Pupils will soon come to learn that belonging to the class and being allowed to contribute require a positive and intelligent commitment towards the learning process of the group. This is a sure means of upholding discipline because we are engaging the student in self-discipline.

One last point. Quite often, it seems to me, the mistake is made of referring to certain students as "not academically inclined" when in fact we ought to be referring to them as "technically inclined or oriented" students. This is because most trades today not only require individuals who are skillful in the use of tools and machinery but are also competent and proficient in basic knowledge of one or two languages, in mathematics, physics and computer science.

I believe that when pupils are motivated enough and are given proper guidance towards their future career, they will be able to make sense of what they are learning and their level of attainment is therefore much improved. It is with this understanding in mind that one would advocate the re-introduction of technical education at 14. This will enable the student and his/her teachers to discover his/her technical and technological inclination and aptitude without the concomitant dissipation of time and energy.

"It's never too soon or too late for learning." Making learning a meaningful and "fun" pursuit will motivate our youngsters to assume responsibility for their learning. This is the first and sure way of changing attitudes towards learning as something that belongs to the school years only. The challenge to the young and old alike is to embark on "a career" in lifelong learning that guarantees an enriched and satisfying life for all.