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100 COMMUNITY MAGAZINE H omework is the evening ritual that can turn into a nightmare, causing anxiety and conflict in households, and it has always been a subject of controversy among educators and parents. Is home- work necessary? Are we overburdening our children? How much homework is ‘too much’? Should homework be done alone or with help? Should homework be assigned if there is also a test to study for or a holiday approaching? Do our chil- dren benefit from it? What is homework supposed to accomplish anyway? In a study by Gerald K. LeTendre and David P. Baker, it was discovered that there was no correlation between the amount of homework assigned in a nation and the level of academic achievement. Countries with high academic standards, like Japan, have teachers who give little homework, while countries with teach- ers who assign lots of homework, like Greece, have students with low average scores. Where does the United States fit into the equation? We are one of the most homework-intensive nations in the world. The study finds that U.S. seventh- and eighth-graders are doing two hours of math homework weekly. This increased when the media began focusing on the academic performance of American kids a few years ago. Yet LeTendre and Baker are not impressed. “Undue focus on homework as a national quick-fix,” LeTendre concludes, “may lead a coun- try into wasted expenditures of time and energy.” Let’s look at the challenges facing typi- cal yeshiva students. They have a double curriculum and workload, and more pres- sure to succeed than their public school peers. On the other side of the coin, chil- dren in our community are occupied with home activities more than other students. Between attending family occasions, pre- paring for Shabbat, and helping with sib- lings, there is less leisure time available for them than for the average American kid. If teachers in girls’ high schools even think about assigning homework before Passover, they will have a mutiny on their hands. On the other hand, homework is a necessary component of the academic process. It helps children review their schoolwork and develop discipline and time management skills. For parents, homework is an opportunity to become aware of what is being covered in class. It can help create a bond between parent and child, and can alert parents to learn- ing difficulties. The possibilities are endless, which is why it’s vital for the lines of communica- tion to be open. Parents, this means you. Teachers can’t begin to perceive the sce- nario that plays itself out at home every night. They can’t know if your child is finishing his homework in five minutes and then roaming around bored, or he is choking under homework. They have no idea if the homework turns into a power struggle, ultimately harming your relationship, or whether your personal situation forces you to work evenings, leaving your children to fend for them- selves. Homework is one of the most controversial aspects of the academic experience, but it is also one of the most flexible. Sharing your feelings with the teacher, Rebbe, or school administration will help them to develop a fair and ben- eficial homework schedule that will work for you. Ultimately, we have to be honest. We must banish the myth that homework- intensive education translates into higher academic achievement. Could it be that teachers in Japan assign less homework because they recognize that allowing students to relax and rejuvenate during evening hours is more productive than forcing them to do work? We can only wonder. One thing is certain. It’s time we take a look at the homework situation and come up with solid answers to these questions. Mrs. Rifka Schonfeld founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. As a kriyah and reading specialist, she has successfully set up reading labs in many schools and yeshivot, and offers teacher training, educational consulting services, and educational and social evaluations. She specializes in social skills training and focuses on working with the whole child. Too Much Homework? RIFKA SCHONFELD