New Study Indicates High School Teachers Assign 3.5 Hours of Homework Per Night

The story below is from ED Week and shares the average hours of homework assigned by HS teachers. The student indicates the average assigned work is 3.5 hours per night. As parents and teachers, what do you think? First, is there a flaw in the study or is this an accurate figure. Personally, I think the average is inflated. One curious point or question relates to the percentage completed as opposed to assigned by the teachers. Please share your thoughts on this issue.

http://blogs.edweek.org/edweek/time_and_learning/2014/02/high_schools_assign_3.5_hours.html?cmp=ENL-EU-NEWS2

Now that you have reviewed this study, please share your thoughts. I would love to hear from teachers – how many hours per night do you assign? What percentage of your students complete the entire assignment? Are your assignments designed to reinforce previous learning?

How to Become an "A" Student

 The following piece is a response from Dr. Reinhold Schlieper to his students when he was asked, “How do I get an “A” in your class”? Reading his message should provide teachers, students, and parents with a better understanding of just what an “A” student might look like.

 

One of my former students raised a fascinating issue, he or she wrote on an evaluation: I never feel I had a grasp on what I needed to do for a good grade. I feel I learned great things that will help me in the future. One thing I would change in this class is to give the student a better understanding of what to do for an A. Well, I should try to spell out what to do for an 'A.' First, every student should realize that an 'A' is not the result of the fulfillment of an contractual agreement. Instead, the bare-bones fulfillment of the contractual agreement usually certifies that a student has completed requirements satisfactorily. In the short form, this is the grade 'C.' So, 'A' and 'B' students somehow manage to deliver more than merely what they've contracted to do. They tend to surprise me with demonstrating that they've understood the assignment and have gone beyond its specific terms. No students should ever believe that an 'A' is achievable by the teacher's giving a precise blueprint of what to do and by the student's engaging in mindlessly following orders.

 But in a more upbeat manner, let me tell you what I have observed about students who typically get an 'A' in one of my classes:

1. 'A' students always attend class and come to class on time; even if they have a class halfway across campus, they manage not to be late.
2. 'A' students never leave a workshop meeting early; they generally find something to polish or to improve or to refine.
3. 'A' students never ask me what I want from an assignment; they're too busy visualizing what they could do with an assignment.
4. 'A' students never haggle over grades; they try to look for and to understand criticism constructively. That is, they want to learn from what I point out to them.
5. 'A' students are original and creative. Again, they don't look to me for setting requirements; they look within themselves for how they can go beyond requirements.
6. 'A' students are meticulous. They do not proofread just once; they proofread many times.
7. 'A' students come to my office to discuss papers or assignments that they are unsure of. Generally, I have a feeling that I'm working WITH them, not that I'm on trial for unfair grading, when they show up at my office.
8. 'A' students cooperate with their team; they do not spend time cutting each other down.

I suppose what I want to say here is that being an 'A' student is an attitude, a mind set, a character bend, or a morality or work ethic; it is not a bargain stance. "If I did that, you must do that," is not a proper dialog mode for determining the 'A' student. I do hope that future students will read this comment; perhaps that will help them immensely in setting their own standards. (Schlieper 1998).

 

 

Teachers and parents may wish to share these thoughts with their students and/or children.

If you are a student and have just read Dr. Schlieper’s thoughts, it is time to become an “A” student.

Reference:

Dr. Reinhold Schlieper
Department of Humanities
Embry-Riddle Aeronautical University
May 5, 1998

Power Over or Power With

One of the keys to success at the building level is employing the “Power with Approach” to your daily and long term planning. With this approach, you must include your staff as part of your team or better thought of as “Our Team”. Many administrators at the building level and; more particularly, at the district level practice a more “Power over Approach” to their planning and every day activities. Many years ago when I was a teacher in Absecon, NJ, Bob Longo, Superintendent, reminded me of these points many times. As a teacher, I came to admire his approach of involving stakeholders; and in particular, his instructional staff in the decision making process. In those days, we didn’t call them Professional Learning Communities; however, our meetings were professional and there was always an open dialogue. The success of the students and; therefore, the district itself had much to do with this “power with approach”.

What is your approach? Are you a teller or a listener? True school improvement begins in the classroom and; therefore, instructional staff must have a real say in what is happening in their respective schools.

Common Core - Should Assessment Results Be A Part of Teacher Evaluations?

Common Core Standards may be educationally sound and may, in fact, be helping teachers to focus instruction. At issue; however, is the fact that in many states a portion of the teacher evaluation system is based upon assessment results. The following article discusses this issue; the focus here is in New York; however, this is a nationwide concern.

http://blogs.edweek.org/edweek/education_futures/2014/02/common_core_has_certainly_changed.html?cmp=ENL-EU-NEWS2

With this in mind, what is your experience with Common Core Standards and their impact on teacher evaluation?

 

 

We often hear such simple sounding statements; however, do we ever stop to truly think of the consequences? Our children and/or students come to us with diverse backgrounds, with wide ranges of prior knowledge, and developmental levels. Effective teachers create lessons with acceleration strategies and then often follow up with necessary remediation. This is an every day occurrence in our classrooms; however, the standards remain the same for all students and for all schools. Our assessments test students on these standards. There is no more "bell curve" on standardized assessments; there is only a bar that must be attained by all students in all schools.

 

This seems like a mismatch to me and; therefore, a no win situation for our children and our schools. The struggles to meet annual yearly progress surmount each day. Administrators and teachers are constantly looking to improve curriculum, instruction, and local assessments; however, in the end, students must complete massive standards based assessments.

 

Take some time here and maybe in your next PLC to address this topic. I'd love to hear from teachers and administrators - join our discussion now!

 

 

Changes to ESEA Ahead?

A consortium of Superintendents from large school districts propose changes to ESEA; they are suggesting less assessments across the board and more flexibility at the local level. The article from ED Week details their current proposals. What do you think?

http://blogs.edweek.org/edweek/District_Dossier/2014/02/large_district_superintendents.html?cmp=ENL-EU-NEWS2

Link to "Increased Planning Time"

I have always wondered why college professors generally have 9 to 15 hours per week of class time and public school teachers in the Pre-K through 12 arena have 25 to 30+ hours. Along with these class hours, teachers normally have one or two duties per day such as lunch duty, bus duty, or hallway monitoring. This article points to the need to rethink the current work day of our public school teachers.

 

As you review this article, what issues do you see as a teacher, administrator, or school community member? Unfortunately state legislators, school board members, and other politicians have been proposing an increase in the student day which will only make matters worse. Yes we all want assessment scores to rise, for the graduation rate to rise, and so forth, but at what cost to the already overburdened classroom teacher?

 

Let's hear your thoughts!

 

Report from Ed Week - "Districts Bail on Race to the Top in Five States"

http://www.edweek.org/ew/articles/2014/01/22/18rtt-districts.h33.html?tkn=RQUFQLleUCtp8OG2OwsHv7zohPNbBI9XZT02&cmp=ENL-EU-NEWS2


Once you have reviewed this link, consider where your State and/or District is with Race to the Top. Are you closing in on your goals? How has RTTT impacted your staff and students?

I remember hearing the cliché "Change is Good"; is this true of all change? Or let's consider "Practice Makes Perfect". I could practice my golf swing all day and it will not improve because I always practice the wrong swing; therefore, I get more of the same bad swing. How about you - are the changes and new goals promoted though RTTT improving your school and district or is it more like my old golf swing? I hope you are seeing improvements; however, I would like to hear all sides of this issue.

I encourage teachers, parents, and administrators to respond to this discussion.

What is your Goal Today?

 

As you venture out to school today, do you have your goals with you? You may be observing a few teachers today and will expect them to have goals and objectives for today's lessons. As a building leader, we can be no different; take time to think about what you hope to accomplish today. Are your plans for the day related to your personal mission and the school's mission?

 

 

Have a great day folks!



Professional Learning Communities

PLC

 



Does your school currently have active and engaging PLCs? If so, what is working for you?

 

What's not working for you and what strategies have you implemented to turn this around for you?

Knowing Yourself is the First Step

Knowing yourself may be the hardest part of this job we call Principal; however, it an important first step toward attaining your desired goals. Naturally, like everything around us, we evolve; therefore, what we know of as ourselves in our college days is quite different from how we look at ourselves when we are thirty, forty, or even sixty. We are influenced by those around us; this includes our students, their parents, school staff, and our own families. With this in mind, I found myself checking myself often and asking questions such as: What is my purpose as a Principal? What is important to me and also to others? What can I do today to make a difference? These are questions that will always be there for me and, I believe, need to be there for you as well.