I agree so much about giving students (everyone) more unstructured time in their lives, but I struggle with the "no homework" idea when it comes to reading (I teach h.s.). How do we read three or four novels in a semester (the expectation at my school because our courses are all semester-long) without assigning that reading as homework? I have tried giving students time in class to read, but we are left without much time to do other things, like discuss or write about the novels. All my writing assignments happen in the classroom (no homework), and most projects get done in the class too, but the reading is something I'm not sure how to balance without assigning it as homework.
Hi Jennifer, thank you for taking time to comment. It sounds like you're already doing a great job of limiting the after-school workload. My intention in this article is largely directed towards the habit of teachers to fill up class time with instruction and then have students bear the assigned workload after hours. It doesn't sound like you are doing that at all.
I feel like reading is a bit different. Students need to develop a habit of reading in their lives, and that can't really happen during school hours because they're busy with their other work. I would qualify this a little. The reading should be complete books, rather than hand-outs and segments. I think there should be long deadlines for the reading, with scaffolded waypoints, perhaps class discussions on themes/writing/characters/etc. along the way, so that all the reading isn't left until the last minute. I would place in-class reading at the start of the novel to try to diminish the barrier to entry. In my class, I would have the students take turns reading out loud through the first chapter, just to try and get them hooked on the story.
I would also suggest that students have some agency in the book choice. Books for students should connect to their lives in meaningful ways, and be accessible for them, otherwise there's a risk of turning students off reading.
I imagine you've thought of all these things, but those are the thoughts that come to mind. What do you find works best to get the students hooked on the books you assign?
I agree with all your thoughts on how we should approach reading, particularly book-length works.
When it comes to student choice, my biggest effort is to give them Mondays as reading days where they may read whatever book they like. I also have ZERO assignments attached to these free-choice books. It's just a time for students to read, unfettered and without any demands other than to find books they like and read them.
As far as hooking them, I try to start with journaling and discussion around themes and questions that relate to the books before we start reading. If the themes are relevant to them, or a bit controversial, or simply intriguing, then I often get buy-in.
However, picking the right books is key. It's trial and error; some books work great year after year, some only work with the right mix of students. I experiment a lot in my teaching, so I'm often bringing new texts into the mix to see how they work. When I feel like something isn't working, I scrap it. My school gives teachers a lot of autonomy to pick books, so that's a luxury I have.
I couldn't agree more! Homework truly feels so outdated in the forms that it often takes and the negative connotations associated with it. Also, shouldn't we as educators be advocating for life-long learning? An awe and wonder that continues beyond the school day? Homework, in many cases, is an administrative task. A checklist for completion. A justification of continued learning which often causes anxiety and stress.
I have definitely seen positive examples of 'homework' - where teachers have deliberately planned authentic learning experiences, often project-based and full of opportunity for autonomy. However, these are sadly few and far between.
It is for school leaders to ensure that homework is curated and set for the 'right reasons' - and for the teachers on the ground to advocate for this, as you have so perfectly shared in this post. The 'shoulder-pad build up' had me laughing out loud!
I agree that there are wonderful examples of homework assignments; for me, the bigger issue is that of the protection of student's autonomous time. This article is intended as a conversation starter and I believe there are exceptions; but I dream of homework as an 'opt in' option for students, rather than a default setting, giving them some agency over their time.
I love your comment about "An awe and wonder that continues beyond the school day". I have actually assigned that as 'homework' in The Dojo. "Come prepared to discuss one authentic experience that happens today which provided you with the sensation of wonder." I teach wonder as a practice; a muscle that strengthens the more you use it, until you become absorbed into the unfathomable.
I agree so much about giving students (everyone) more unstructured time in their lives, but I struggle with the "no homework" idea when it comes to reading (I teach h.s.). How do we read three or four novels in a semester (the expectation at my school because our courses are all semester-long) without assigning that reading as homework? I have tried giving students time in class to read, but we are left without much time to do other things, like discuss or write about the novels. All my writing assignments happen in the classroom (no homework), and most projects get done in the class too, but the reading is something I'm not sure how to balance without assigning it as homework.
This is me asking for advice! :)
Hi Jennifer, thank you for taking time to comment. It sounds like you're already doing a great job of limiting the after-school workload. My intention in this article is largely directed towards the habit of teachers to fill up class time with instruction and then have students bear the assigned workload after hours. It doesn't sound like you are doing that at all.
I feel like reading is a bit different. Students need to develop a habit of reading in their lives, and that can't really happen during school hours because they're busy with their other work. I would qualify this a little. The reading should be complete books, rather than hand-outs and segments. I think there should be long deadlines for the reading, with scaffolded waypoints, perhaps class discussions on themes/writing/characters/etc. along the way, so that all the reading isn't left until the last minute. I would place in-class reading at the start of the novel to try to diminish the barrier to entry. In my class, I would have the students take turns reading out loud through the first chapter, just to try and get them hooked on the story.
I would also suggest that students have some agency in the book choice. Books for students should connect to their lives in meaningful ways, and be accessible for them, otherwise there's a risk of turning students off reading.
I imagine you've thought of all these things, but those are the thoughts that come to mind. What do you find works best to get the students hooked on the books you assign?
I agree with all your thoughts on how we should approach reading, particularly book-length works.
When it comes to student choice, my biggest effort is to give them Mondays as reading days where they may read whatever book they like. I also have ZERO assignments attached to these free-choice books. It's just a time for students to read, unfettered and without any demands other than to find books they like and read them.
As far as hooking them, I try to start with journaling and discussion around themes and questions that relate to the books before we start reading. If the themes are relevant to them, or a bit controversial, or simply intriguing, then I often get buy-in.
However, picking the right books is key. It's trial and error; some books work great year after year, some only work with the right mix of students. I experiment a lot in my teaching, so I'm often bringing new texts into the mix to see how they work. When I feel like something isn't working, I scrap it. My school gives teachers a lot of autonomy to pick books, so that's a luxury I have.
I couldn't agree more! Homework truly feels so outdated in the forms that it often takes and the negative connotations associated with it. Also, shouldn't we as educators be advocating for life-long learning? An awe and wonder that continues beyond the school day? Homework, in many cases, is an administrative task. A checklist for completion. A justification of continued learning which often causes anxiety and stress.
I have definitely seen positive examples of 'homework' - where teachers have deliberately planned authentic learning experiences, often project-based and full of opportunity for autonomy. However, these are sadly few and far between.
It is for school leaders to ensure that homework is curated and set for the 'right reasons' - and for the teachers on the ground to advocate for this, as you have so perfectly shared in this post. The 'shoulder-pad build up' had me laughing out loud!
Thank you, Laura,
I agree that there are wonderful examples of homework assignments; for me, the bigger issue is that of the protection of student's autonomous time. This article is intended as a conversation starter and I believe there are exceptions; but I dream of homework as an 'opt in' option for students, rather than a default setting, giving them some agency over their time.
I love your comment about "An awe and wonder that continues beyond the school day". I have actually assigned that as 'homework' in The Dojo. "Come prepared to discuss one authentic experience that happens today which provided you with the sensation of wonder." I teach wonder as a practice; a muscle that strengthens the more you use it, until you become absorbed into the unfathomable.