Brady- 5.2 (a. & b.)

ACTIVITY 5. 2

a.   Two Articles Applicable in the Classroom

The first article I read was entitled Avoiding Homework Wars by Diana Browning Wright (2009). In this article, Wright recommends several suggestions to parents encouraging children to do their homework effectively.

First, she recommends having parents define the purpose of homework to their child.  If children understand why they are doing their homework and what they are supposed to do in their homework then they will be more successful. She also recommends parents and teachers keep an open communication line using an assignment sheet. I definitely use this in my classroom currently via student planners. I have students write down their daily homework, weekly assignments, reports, tests coming up, etc. This helps parents support my students in being better prepared in the classroom and for up in coming assignments and tests.

Another recommendation Wright stresses is creating the perfect place and time for an assignment. She says that creating an environment that is consistent, distraction-free, and with plenty of available tools such as pencils, erasers, paper, etc. is key. She also asks parents to create a homework schedule progressing from a neutral activity (that is if a child needs a break between school and homework) like setting the table or making dinner to homework to then a positive or motivating activity like watching TV or playing with friends.

Lastly, Wright tells parents to break up homework assignments into smaller segments with a reward system in place. This way children do not feel as overwhelmed and are able to accomplish homework quicker and more effectively.

I definitely can take what I learned in this article and use it in my classroom. Yearly, I have conferences in which parents ask my advice on how they should get their child to do their homework. I have never had children of my own and have only helped my nieces and nephews with their homework. Thus, I feel like I lack the experience and appropriate advice for parents in regards to getting students to accomplish work at home. I feel this article provides a wealth of good advice I can give to parents. I also printed this article and will keep it in my conference file to pass along to parents when I have another conversation regarding homework.

The next article I read was entitled Memory Tips for Students by Anne Hoover. This article also ties into students’ homework. In this article Hoover goes specifically into memorization strategies for students studying for tests. She recommends students pick the appropriate strategy that works well for them. The following strategies she recommends: sorting information, frequently reviewing material, using humor or exaggeration, exploring the senses, color coding material, making visual aids, rehearsing aloud, making it physical, and lastly, making memory practice into a game. Of these recommendations, I feel I could teach my second graders, who are extremely active, the “making it physical” memory technique. This technique calls students to get up, pace, walk around, throw a ball, etc., while memorizing the information. This is an active way to get younger children to get their brain stimulated and bodies moving concurrently. I definitely plan on teaching a mini lesson on studying this way with my second graders.

b. Two Strategies Used in the Classroom

One strategy I tried out with my students was PREP. This is a metacognitive intervention for improving classroom participation. It calls students to prepare for a lesson before it begins. P stands for preparing materials, R for reviewing what you know, E for establishing a positive mindset, and the last P for pinpointing goals. Preparing material calls students to ensure they have the appropriate materials out such as a notebook, writing utensils, textbooks, etc. Reviewing what you know has students go back over their textbook and notes before the lesson begins. Establishing positive mindset has students give themselves positive statements and avoiding put-downs. Lastly, pinpointing goals calls children to write down and decide what the goal of an upcoming lesson should be such as increasing participation through questions. This is a great strategy helping students self monitor and take an active role in their learning. I used this in my classroom and explained what PREP meant to my students. It seemed to be very beneficial to their learning.

The next strategy I implemented in my classroom was a self-monitoring technique entitled PACE 1, 2… P stands for prompt, A for arrange, C for complete, and E for edited . This self-monitoring process is based on a rubric-like system to ensure students complete assignments. It helps both students and teachers evaluate finished assignments according to set standards. Prompt means that the assignment was on time. Arrange means the assignment was turned in with no marks and is well organized. Complete means that all answers were completed and directions followed. Edited means that students accurately edited the content and grammatical structure of their work. Students write the word PACE 1, 2 on their paper in a designated area on their assignment and use a checkmark or zero to three to put along each letter if they completed that specific requirement of the assignment. I also used this strategy with my second graders. I used it specifically in their final draft of their personal narratives. It was extremely helpful to them in self-monitoring their final drafts.

References

Ellis, E.S. (1989). PREP: A metacognitive intervention for increasing class participation. Retrieved from the website http://www.unl.edu/csi/study.shtml.

Hoover, Anne (2009). Memory Tips for Students. Retrieved from the website

http://www.ldonline.org/article/Memory_Tips_for_Students.

Rademacher, J.A. (200). PACE 1,2: Involving students in assignment evaluation. Retrieved from the website http://www.unl.edu/csi/Pdfs/pace.pdf.

Wright, Diana (2009). Avoiding Homework Wars. Retrieved from the website http://www.ldonline.org/article/Avoiding_Homework_Wars.