The following post was originally shared on the DWS mailring.

It highlights an important DWS teaching attitude–that of choosing to view a negative situation (students doing a poor job of completing and returning homework) as an opportunity to help students to take responsibility.

In addition to demonstrating the Principle of Positivity, this post also illustrates the importance of creating and then practicing procedures which is Part I of the DWS Teaching Model.
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IMPROVING THE QUALITY OF HOMETASKS

Yesterday, you might remember that I sent in a request for help on this mailring about how to get students to do their homework well. Last night, after fuming and deciding I would throw extra homework at my students today, demand it back the next day and if they didn’t do it, they’d be in at lunch time, I took many deep breaths and decided to take a different approach–something more in line with DWS.

Here’s what I did:

I started math class with a fun, interactive group activity. Then, I brought the class together and asked them why we have homework. The kids generated a great list of ideas: exercising our brains, reviewing what we’ve learned, becoming independent enough to do work without the teacher’s help, to challenge ourselves–I was really impressed!

Then I put a copy of some exceptional homework completed by one of the kids in the class, on the overhead projector. I asked the class what they noticed about it and we talked about how this one pupil went above and beyond; how neat it was and so clearly labeled, how this person showed their work as well as their answers.

Instead of giving them extra homework as I originally thought of doing, I gave them a “homework” assignment to complete–right there in class–in their HW books. This gave me a chance to walk around and encourage them and make suggestions about using rulers, labels, etc.

This lesson provided them with a model for what an exceptional piece of homework should look like. They have now hopefully internalized exactly what I expect of them. I must say, I NEVER would have taken this positive approach prior to learning about the DISCIPLINE without STRESS Teaching Model, so thanks to all of you on this mailring for your constant thoughts and ideas:-)

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Kerry’s comments:

Wow!

• You looked at a situation that wasn’t working and instead of reacting in the same old way, you “took a deep breath” and consciously chose to act otherwise.

• You were positive which is bound to pay off in engaging your students’ cooperation.

• You acted proactively by clearly outlining your expectations.

• You made the lesson meaningful by starting with a discussion of the purpose of homework.

• You gave your students the information they needed to be successful in their homework exercises, and;

• You gave everyone a chance to be successful by holding a homework practice session within class time, under your supervision–a brilliant idea!

Some suggestions for follow-up in the classroom:

1. Be persistent in discussing what you expect. I read an idea once that I like to remember. It was something to the effect that whatever you focus on will increase––by virtue of the very fact that you’re choosing to focus on it. (Unfortunately, the reverse is true too–if you focus on something negative, that too will increase!)

Sometimes, as teachers, we think that if we’ve discussed something thoroughly once, that’s all we need do. The DWS approach has taught me that we need to review, repeat and set the students up for success over and over again. Habits take time to develop!

If there continue to be some students who aren’t successful with their homework, don’t give up on them–just keep reviewing what they need to do to be successful. Give them feedback on their assignments and have them reflect on what they can do to improve. Your interest, attention and encouragement will pay off over time.

2. Make use of the DWS Hierarchy to encourage personal reflection and create a desire to do one’s best work. For instance, guide your students in creating a quick “homework hierarchy.” There’s no need to write it down–just do it orally. Something like:

LEVEL D – Motivation for doing a good job is internal.
- completes homework neatly
- shows all work
- starts homework without adult reminders
- returns homework on time.
- spends time to consider how this homework connects to other learning

LEVEL C – Motivation is external.
- completes work, as above
- relies on an adult to give reminders that homework needs to be done and done properly

LEVELS B/A
- does a messy, careless or incomplete job–or forgets to do homework altogether

As you assign hometasks each day, you might quickly discuss the benefits of operating on the highest two levels and allow the students to reflect on their feelings as they evaluate their own performance from previous days. As always, be sure to highlight the fact that great personal satisfaction results from operation at Level D.

Have your students look at their own homework and silently reflect on their own chosen level of operation. Have them silently set a goal for the next homework assignment, challenging them to improve if they aren’t happy with their current level of “homework operation”. Explain that there is always a new opportunity to do better–the very next time homework is assigned! Encourage them to use their choice-response thinking skills!

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Posted In: Creating desire, F. Improving Academics, Positivity, Procedures in the Classroom
posted On: May 5, 2007: 2:53 pm: By Kerry Weisner
Comments: 2 Comments