The academic process’s determining factor or a hassle for both students and teachers is homework.

The initial comfort from hearing those simple words, “No homework tonight,” is only the beginning of a highly debated issue. Nothing compares to the sigh of relief from pupils when their instructor declares, “No homework today.” The excessive quantity of homework that pupils get restricts their potential to become more than merely students. The lack of mental and physical health that children are experiencing is a clear indication of the stress that homework lays on them. In recent years, there have been several debates on whether homework is important for academic success. Due to the ongoing strain that homework causes on the lives of young people, kids should not be assigned any homework to accomplish outside of school unless the quantity is clearly correlated to their grade and aptitude.

Nobody disputes the detrimental impact of homework on kids. There are times when more is better. However, having a lot of homework does not guarantee that a kid will be more intelligent. The task of teaching America’s kids is clearly the responsibility of teachers, but how they go about it matters. The primary goal of Edward Graham’s essay “Should Schools Be Done With Homework” is to examine why some students, parents, and instructors are beginning to favor restricting or outright prohibiting homework. Teachers often provide assignments because they feel obligated to (Graham 2). Homework that is given only out of duty serves no instructional function. Homework should not be issued if the instructor does not feel the need to do so, even if it is a requirement of their position. Along with the duty to grade such assignments comes the need to offer superfluous homework. The instructor will then grade the extensive amount of homework that the pupils were assigned to do outside of class. The amount of work being assigned is excessive, and the instructor also has a lot of work to accomplish. Several instructors weigh in on both sides of the homework debate in the article “5 Reasons Kids Need Homework and 5 Reasons They Don’t” (available online). Due to this overwhelming workload, the class has already moved on to a new subject by the time students get their papers back, which prevents the instructor from having enough time to mark every assignment accurately. After moving on to the next chapter, returning assignments to pupils doesn’t help them grasp what they did incorrectly. It is sometimes said that instructors may provide homework in order to foster a positive learning connection between the student and the teacher via question-and-answer sessions about the assignment (“5 Reasons” 2). Although all of these conversations might be regarding the work completed in class, I have always thought that extra communication between a teacher and a student is crucial. In this manner, the pupil might query the instructor during his task.

There is a lot of homework, which means there is ongoing pressure to complete tasks. Due to this pressure, students resort to cheating in order to finish their tasks quickly (“5 Reasons” 3). Cheating prevents pupils from fully understanding the concept that their schoolwork is meant to imprint in their minds. The excessive amount of schoolwork being assigned thus has no beneficial effect.

The more homework you have, the better. Vicki Abeles presents the viewpoint that giving pupils more homework outside of the school day overworks them and has detrimental effects in her essay “Why I Think All Schools Should Abolish Homework.” Abeles explains how productive effort is better constrained in order to articulate this conclusion (Abeles 3). Abeles is implying that there are temporal constraints on how long one can focus. Therefore, it is advisable to keep productive labor to only a few hours or fewer. There is no doubt that having too much homework is a problem. Students are worn out at the conclusion of a school week from the long hours of work they had been given. The longing for the weekend and the reluctance to participate in any more study sessions signal the end of the week. Crystal Ayres makes the case that homework has both advantages and disadvantages in her essay “20 Pros and Cons of Homework.” Ayres makes it quite evident that weary kids do not retain material as well (Ayres 7). By Wednesday, children are worn out from receiving excessive quantities of schoolwork. There is little drive to complete homework or keep cramming material into their skulls once Friday rolls around. Some professors consider a student to have to practice what it requires to be successful (“5 Reasons” 2). “Practice makes perfect” is the conventional way of thinking about learning new content. I agree that practicing an issue helps one understand it better, but I also think that working too much might cause one to lose concentration or practice a subject in an unproductive way.

It has been shown that homework does not aid in learning. If the kid can complete the assignment, homework will be effective. How much homework should children have? In “The Great Debate,” Kate Thayer makes the case that homework should be given sparingly and in accordance with each student’s capacity. According to Thayer, homework is useless if a student doesn’t grasp the material being covered in class (Thayer 2). If the student does not know how to do their assignments and continue their learning process, they will continue to suffer. Giving homework without fully explaining the lesson to the student defeats the goal of giving homework. It is debatable to what extent homework contributes to academic success. “Studies imply that the connection between allocated homework and academic success is grossly overinflated,” writes Thayer in response to this debate (Thayer 3). Thayer shows how we are led to feel that homework is a fantastic tool for raising pupils’ intellectual performance, yet it is not as effective as it would appear. There is a growing perception that homework is excessive.

Students who have a lot of homework tend to have a bad attitude about school. A student’s life is occupied with school for five days a week and for eight hours each day. A student’s life is already filled with enough negativity from getting up and coming to school each morning. Five additional hours of schoolwork added to this day will only make students detest going to class and doing their assignments. Students who are in a bad mood are less likely to complete their schoolwork. When writing about this unfavorable mindset, Ayres explains how it affects how difficult it is for instructors to enforce homework (Ayres 5). One who lacks enthusiasm for learning will not want to finish their education. Why would someone do something they dislike? Due to homework, students have a poor experience at school and are less likely to participate.

Some may argue that giving pupils homework helps them learn new things or expand their knowledge. Homework offers guidance on establishing responsibility, solid study habits, and problem-solving abilities. Working through homework issues enables the student to correct any errors and attempt to come up with a solution on their own. The ability to solve problems creatively is one benefit of homework, according to Ayres. The capacity to finish the homework in order to turn in the assignment motivates the student to make an effort to understand the subject and solve any issues. Graham describes how having homework assignments also helps with time management. When a student has many examinations on the same day, he or she must learn how to prepare by studying the night before. Students may become more organized and achieve by managing their time prior to the project or assignment’s due date. However, the excessive quantity of homework pupils get puts a temporal restriction on how much they can accomplish. They have less time to do in-depth research or prepare a speech. The student may create a study regimen with the aid of time management. A student may better organize their time and build the skills necessary for the exam by scheduling how long they will need to study. Many instructors think that assigning homework helps students develop a good study regimen. The learner gains knowledge of the requirements for passing the exam. Homework is meant to motivate students to study for exams, whether they choose to do so by creating flashcards or by taking notes on a topic. The time pupils have for studying is constrained by additional assignments. Thayer contends that giving children homework helps them learn responsibility, but don’t kids learn responsibility by getting up every morning to go to school and being there all day? Homework increases a student’s obligations and adds unneeded stress and strain to an already demanding adolescent life.

Others contend that homework is crucial since it broadens pupils’ horizons. It goes without saying that performing more work will force more knowledge into children’s skulls, but is all the extra labor worth the consequences? The benefit of repetition in learning and memorization is one reason why homework may be significant. A student’s ability to retain knowledge will improve with repeated practice of the same task. However, spending the whole day in class and then spending more time on homework results in a lot of school time. Abeles supports this by pointing out that attending school is already a full-time job even without the unwelcome addition of homework (Abeles 4). Young people’ life are consumed with education and the several hours of homework they must do, which prevents them from pursuing anything else. Some even contend that students put in more hours than attorneys or physicians (“5 Reasons” 1). A high school student’s life should not be compared to the intensive study that physicians and attorneys engage in. Workloads for students shouldn’t be as high as those of those who are paid to save lives. Students shouldn’t be overworked or exhausted every day because of their homework.

However, this review work may be completed in class rather than over the course of hours of worksheets. Some pupils may feel more at ease at home. Their house is a secure, uncritical setting. Ayres discusses encouraging children to study more material in a welcoming setting like their home. Although I’ve always felt more at ease learning at home, where I won’t be made fun of for making mistakes, students need to interact and learn during the school day in order to build relationships with their peers and engage in social interactions in order to get ready for the day when they will no longer live with their parents.

It gives teachers more time to completely cover subjects in class when students do their homework outside of school. According to Graham, instructors do not have enough class time to cover all of the material during the year, so homework offers a means to do additional work outside of the classroom and increase the amount of time available for instruction. However, is having a ton of homework required in order to spend more time in class? What has to be understood for unit or chapter assessments may be determined using the homework. Students should be expected to comprehend the subject covered in assignments while taking exams. Teachers provide homework to help pupils comprehend what will be required of them on important exams (“5 Reasons” 3). The instructor may explain the topics that will be on the exam by having students learn the subject covered in their homework assignments. What will or won’t be on assessments should be discussed openly between professors and students throughout class. To grasp the topics covered on examinations, students shouldn’t have to depend only on their homework assignments. Along with the assignments, teachers must put in their share of labor.

There are detrimental repercussions of homework on children’ life outside of school. The several hours of schoolwork that kids do rob them of family time. Some instructors are aware that assigning homework interferes with family time and may disrupt families (“5 Reasons” 3). Nowadays, intact families are uncommon, so it seems needless for homework to sever that connection. There are more single parents raising children alone and more divorced parents. Time should be spent with family rather than on extracurricular activities.

Students at public schools might be rich or almost destitute. While some of these youngsters can afford a bag, others don’t have one. It is unjust for teachers to give homework to pupils who lack the necessary materials. Graham demonstrates this by describing how some children lack the tools they need to do their assignments at home. Some students lack the financial means to purchase a computer necessary for typing essays or using test preparation services like Khan Academy. As a result, homework must be issued contingent upon the student doing the task.

Students labor on their homework for hours each day after school. They don’t have time to merely play around outdoors with their buddies or have a social life as youngsters. Children are not acting like children if they choose to do their schoolwork alone indoors rather than play pick-up basketball in the park. The wonderful social development that children experience from being young and having fun without the pressure of doing their schoolwork properly is hampered by homework. However, practicing basketball for less than an hour a day is not going to keep youngsters active and engaged. Some people may claim that physical education classes assist pupils to avoid a sedentary lifestyle and socialize with their classmates.

Children should not be burdened with additional homework since it adds unneeded stress to their already overburdened schedules. Homework should only be assigned if it clearly pertains to the student’s circumstances and aptitude. The kid does not deserve to spend hours of his life working on excessive quantities of homework that clearly does not help him. In an already stressed society, homework merely causes problems for teachers and students.