Stefan Schussler, The Leader-Post Published: Thursday, October 25, 2007

A former Regina school teacher believes kids are getting too much homework. Simply Too Much Homework by Vera Goodman, a retired Calgary woman who taught for two years at Rosemont School in Regina in the late '50s, argues that homework places unneeded stress on children and takes time away from family and activities that could be more beneficial.

"I have contacted a lot of families and a lot of children and I became aware of the huge burden homework is for these kids," said Goodman, who is originally from Moose Jaw. Goodman pointed out that including travel time between school and home and class-time, students are devoting almost eight hours a day to school -- and that's without homework being assigned.

In addition, students are being assigned another 10 to 20 hours of homework every week. According to figures from Saskatchewan Learning's Web site, 25 hours a week are spent on in-class instruction. "Time is our most valuable asset," Goodman said on the phone from Calgary. "It's all we really have. What important learning from parents and society is being forfeited to homework?"

But that kind of learning need not be forfeited, according to Terry Lazarou of Regina Public Schools. He said that homework is more than just chapters and exercises. "Homework is not only work that could not be completed in class, it is also work that can't be done in a classroom setting. It can include interviewing a family member. Even sorting laundry can teach a child counting and differentiation. Homework expands the possibility of learning outside of the school environment," said Lazarou.

According to Lazarou, the quantity and type of homework given is at the teacher's discretion. Teachers are encouraged to assign homework that students find interesting. According to Student Evaluation: a Teacher's Handbook, available from Saskatchewan Learning, extra homework is often assigned to students if a teacher feels they need more practise before learning further concepts, and that should be assessed through observation of the individual student. It should give the student an opportunity to demonstrate the extent of their knowledge and skills. It should never be assigned as punishment.

Goodman also suggested grades not be given for homework, because it does not take into account individual students' socio-demographic circumstances. "Not all people have the same conditions to do homework. Some parents can really help them a l ot and some parents can't help them at all," she said.

According to Saskatchewan Learning, there are two extreme views on fairness and equity in evaluation. The first is that students are individuals with individual needs, and that evaluation must take those needs into consideration through adaptation or alternative approaches to that evaluation. The other extreme is that every student be on a completely level playing field. Which interpretation the teacher uses for evaluation is a value judgment the teacher must make according to the curriculum and the goals of teacher and the school.

Goodman said that even if parents and teachers disagree with her points, her only hope is to create discussion on the issue. "This is the only book of its kind in Canada, so I'm waging my own little war," Goodman said. "I'm just trying to raise awareness."

© The Leader-Post (Regina) 2007