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I teach high school algebra and geometry and I have been struggling with getting all of my students to see the importance of doing their homework and getting the most out of the practice that it provides. I generally assign between 10 and 30 problems per day over the material that is presented and practiced in class. Some students work diligently and have completed assignments everyday, while others don't seem to see the importance and the connection between the daily work and their performance on assessments. We do grade and get feedback on assignments every day. Students are allowed to ask questions on problems they did not understand and on those that they missed. How do you present the idea of homework? Do you grade homework or make it optional - similar to many college classes? Do you have parental support in homework assignments? I'm curious how others handle the problem of homework!

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Hi Paula,

I do not grade homework. I do walk around and check it in. We discuss the homework and then I have a short four question quiz. I just write the problems on the board and I only grade three of the problems. The last question is "bonus." The quiz problems are always parallel to the homework problems.

This accomplishes two things:

It rewards the students for doing the homework.
It helps the students build up their confidence with their test taking skills. Because the quiz is over a small amount of material, it helps eliminate "test phobia."

I hope this helps.
Thanks for the info Janis. I will have to give it a try in a couple of classes! - Paula

Janis Lawrence said:
Hi Paula,

I do not grade homework. I do walk around and check it in. We discuss the homework and then I have a short four question quiz. I just write the problems on the board and I only grade three of the problems. The last question is "bonus." The quiz problems are always parallel to the homework problems.

This accomplishes two things:

It rewards the students for doing the homework.
It helps the students build up their confidence with their test taking skills. Because the quiz is over a small amount of material, it helps eliminate "test phobia."

I hope this helps.
Paula, I give a completion grade for homework. I do look them over and give 5 points per assignment. IF the work is not completed, I dock the grade proportionately. All homework must show all work. I don't accept just answers. I collect upper level classes once a week and don't accept late work. In geometry, I collect it the day after we go over it. This allows them to finish problems that they didn't understand. I don't accept late work from them either. Since this is a completion grade only, I think it is easy to earn at least 90% on daily work. It amazes me that students don't earn this. So, I have the same issues that you mention. Many students have their own agenda and just don't care if they do the homework or not. I like Janis' idea of a homework quiz; I just don't relish the idea of grading 100 quizzes on a daily basis. Is there an easier way to grade the quizzes aside from exchanging papers?
*Charlene
Dear Paula,
Homework and assignments are a good formative assessment tools . We have also started grading homework in classes 9 and 10. Students are overburdened with 5 subjects work. So, I think we must not assign home task everyday. Also, the number of questions given to them should not be more. The whole idea behind giving homework is to revise the concept learnt in the classroom. I have seen that students copy the assignments blindly from others notebooks , just because of getting grades . And in the process our objectives are failed. They do not learn Math. Its a serious issue which is to dealt carefully.
I favor doing homeworks but 10 to 30 problems a day might be very tiring for students. 5 challenging problems, 3 times a week would be ideal.
My course is a problem-based course. Students learn the material through doing the problems, posting them on the board the next day, and then presenting and discussing them. I assign between 7-9 problems a day out of our text. Students learned fairly quickly that doing the homework was the most essential part of the class, and I have had little difficulty with them doing the work because they realized that if they didn't do the homework, they essentially were not learning the concepts. It has worked well for me. I do not grade daily assignments, but they get immediate feedback on all the homework through the presentations. My grades this year have been higher than ever.
I like hw because it reinforces what was taught in class, but why 30 problems, if you know 10 you know 30. I give 10 as my max.

I do not grade hw because it is required, but missing hw deducts 1 point from final average for each assignment. You do not get anything for completing your hw except that it helps you do better on tests.

We go over the problems in class the next day. I have students put the problems up and explain them, we use an open chat window to ask questions or post comments.
I do grade hw on the basis of performance and capability . I didnt understand why you are giving 30 problems for homework according to my experience 10 to 12 problems are necessary for low grade children. Dont panic them with the homework first you remove the feeling that they are getting more homework and you assign those problems only as homework which are so close to the real circumstances by bringing the subject to the reality and in geometry you give more homework than in algebra bcoz algebra needs more formulae to be remembered whereas geometry is playful work for children. First you try to improve the imaginative skills to develop the geometrical skills in your children If you are conducting a race among your children always topers wil win then what about last person? when he will win ? being a teacher Your duty is to make him as a winner so by giving less homework you boostup the confidence so that they too can do the work lateron you slowly increase the dosage

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