For example, a fourth grader should spend no more than 40 minutes on homework. Whether you are starting with an empty gym or a well-equipped classroom, having the right materials and space configuration is essential. Research shows that students are more successful when they devote regular, set amounts of time to homework, and when they are able to work on their homework in a structured, self-selected space. When the homework environment is organized and managed effectively, students know what to expect, begin working promptly in their designated space, and are less prone to distraction.
Routines, clear expectations, and well thought-out space configurations reduce behavior problems and disruptions, leading to more productive use of time and increased achievement.
The purpose of this section is to explore some of the skills and procedures shown in the video vignette Managing and Organizing the Homework Environment. In the video, you can see how a real afterschool program implements elements of this Homework practice. You may want to watch the video once prior to reading this section so that you can become acquainted with how the featured afterschool program organizes its homework center and manages homework help.
Jot down notes as you watch. Next, read about suggested ideas in Build Your Homework Help Practice and answer the accompanying questions. If time permits, view the video a second time. Compare the strategies that the instructors use in the video with your own current practice. At the Hillside Elementary School Program in Berlin, New Hampshire, fourth through sixth grade students receive homework assistance in a range of subjects based on the school-day curriculum for that grade level.
Afterschool staff work with textbooks and other materials that students bring to the afterschool program to complete their individual homework assignments. All students rotate between the classroom and quiet room to maximize their study experience.
Students work at their own pace. If they finish before the homework portion of the afterschool program is over—or do not have homework on that particular day—they can move to another space and work on education-based games either individually or in groups.
Work with individual students on homework. In the video, afterschool instructors primarily help students with homework by providing one-on-one assistance and tutoring.
Sometimes instructors ask open-ended questions to elicit student thinking about the problem they are working on. At other times, instructors ask questions to assess student understanding and comprehension.
Some instructors are school-day teachers and are able to provide help with specific content-related problems. Ask Yourself How do you use questioning techniques to draw out student thinking and help them find their own answers to problems? How do you use questioning to test student understanding? Are there school-day teachers or other staff who can provide support for students in a particular content area? Tutoring, Mentoring, and Building Study Skills. Plan a schedule for homework center activities and follow it consistently.
In the video, when students first enter the homework help portion of the afterschool program, they are provided with a snack and an engaging warm-up activity such as a group game or question of the day. If students have no homework, they sign up to play educational games or work on projects in a separate space from the homework help center.
Ask Yourself Do you follow a consistent routine with students so that they know what to do and where they need to go whether they have homework or not?
Provide at least two separate areas where students can focus on their homework. In the video, a Title I classroom provides a quiet place for students to get one-on-one help with the instructor. A regular classroom provides a space for students to talk about assignments and work collaboratively. Do you arrange the desks for small-group or large-group collaborative work? Offer help to students who have difficulty reading or understanding assignments by allowing them to work in a smaller, private workspace with one-on-one attention.
In the video, a student is shown working with an instructor in a Title I room. In this smaller room, with partitions that provide privacy, it is easier for students to get and accept individual help. The instructor sits closely to the student as he or she works. She asks each student to read the text or assignment aloud.
She asks each to explain what he or she is doing as they work, or thinking about the assigned work. Ask Yourself Do you have a quiet, private space where students who may require more one-on-one assistance can receive it without judgment or embarrassment?
Do you ask students to re-read text or assignments to test their understanding of what they are working on? Do you ask them probing questions? In the video, students report that outcomes from homework help include: Ask Yourself What are the outcomes of organizing and managing a high-quality homework help center? Do you think that these outcomes are met by your homework help center?
Are there ways that you can organize and manage your homework center to improve student outcomes? Think about your answers to the following questions: How do you organize and manage your homework center?
What did you learn about this practice from seeing it in action? What are some new strategies that you would like to try in your program? What are the benefits of doing this? What outcomes do you expect? What are some of the challenges? What will you need to do this? What skills do practitioners need in order to manage and organize the homework center environment? Pay special attention to materials before, during, and following homework help time Provide all needed materials Plan for materials prior to homework help time Organize materials prior to and during homework time Store materials following homework help time.
Provide meaningful after-homework completion activities that: A "cyber study center" can be set up with only one online computer with headphones.
Allow all students to rotate through the center sometime during the week. Stock the cyber center with appropriate, high quality activities. Check with regular day teachers to see if computer enrichment games are available with textbooks students are using during the school day.
Additionally websites such as Fun Brain and Gamequarium provide links to many fun, free online learning games. Note that using the cyber center only as a "reward" for having no homework or completing homework may result in students who need technology time not receiving it. You should consider your overall program and goals in your utilization of the center.
Ending the homework hassle: Understanding, preventing, and solving school performance problems. How to help your child with homework: Some after school program aides are required to attend meetings regarding the planning and progress of the program.
Meetings are typically held just before or just after the program, and include other teachers, aides and program administrators. To be effective, after school aides should work well with children.
They should have excellent conflict resolution and communication skills, and be patient and energetic. Aides should also be able to give and receive instruction, as well as work independently. There are no formal education and training requirements for after school program aides, so the education and training requirements depend on the preferences of the hiring organization.
Some programs require aides to speak a foreign language to best serve a specific student population. Bureau of Labor Statistics. In , 1,, people were employed in the U. Oubria Tronshaw specializes in topics related to parenting and business. Skip to main content. Monitor Students After school aides monitor student activity so that the primary teacher is not overwhelmed with responsibility.
Class Prep To assist teachers, program aides often prepare the materials for each session, as well as dispense and collect supplies. Meetings Some after school program aides are required to attend meetings regarding the planning and progress of the program. Skills To be effective, after school aides should work well with children. Education and Training There are no formal education and training requirements for after school program aides, so the education and training requirements depend on the preferences of the hiring organization.
References 7 Cortland County: After School Program Aide Idealist:
Afterschool programs can help kids develop good homework habits. It’s important that the staff let you know how your child is doing with homework. Many programs allow kids with learning and attention issues to use accommodations for homework. When shopping for an afterschool program .
Grades K-6 Monday-Friday from p.m. For grades K-6, Woodlynde offers the CARES After-School Program free of charge. The afternoon begins with snack and homework, with assistance provided by Woodlynde teachers.
After-School Achievment Program (ASAP) Mission Statement. The goal at UCC is to engage youth in their education and help them to set high goals for their education and future job possibilities. After-School Programs: After the school day ends, Combines homework help, dance, music, sports, and fitness games into a daily program.
HOMEWORK HELP IN AFTERSCHOOL PROGRAMS Literature Review. Homework In Afterschool Literature Review school, homework had very little effect on achievement gains” (p. ). Muhlenbruck, Cooper, Afterschool tutoring programs that help students with academic work report. - Get the best homework help for your child by choosing the excellent after-school programs at Oakwood United Methodist aborted.cfon: 58th St, Lubbock, , Texas.