I do not spend nearly as much time in class going over homework as I used
to. I used to spend approximatley the first 25% of every class going over
homework. Thought I was doing a great job teaching students, reinforcing
their understanding, clarifying their misconceptions. Then I decided to
take an honest look at what was happening rather than just patting myself on
the back.
As NFL officials used to say, after further revue, here is what I noticed:
1. Most questions were asked by students who did little or no homework.
2. Most questions were prefaced by students opening books and running their
fingers down to a "hard looking" problem and asking for it to be done.
3. As I worked the problems on the board, I asked for input. "What do you
do next?" "What now?" "Is that right?" I noticed that most answers were
given by people who already had done the problems and did not need me to
work them on the board. Those students who were "weaker" students paid
little attention.
I reluctantly came to the conclusion that, IN MY CLASSES, going over
homework was a great ego booster for me, but was not a major learning
experience for my students.
Notes:
1. I'm not trying to tell anyone else what to do or not do; just sharing my
experiences.
2. I still do some homework in class, just not as much.
3. I get to class early every day and answer homework questions before
class starts and continue that into the first few minutes of class.
4. I spend the "extra time" working more examples (with class
participation), giving students time to work problems at their desk before I
work them on the board, and occasionally asking "5 points on the next test"
questions which are asked about twice per testing period and are asked at
the beginning of class and are either directly from the homework or very
similar to homework problems.
5. We have a free tutoring center where students can go get help 12 hours a
day.
6. I am available after class and before class in my office to help students.
7. Students must understand that they will have to do work outside of
class; the vast majority of them (regardless of the math course) cannot
learn the material simply by working hard in the classroom.
8. In pre-calc and calc classes when teaching some difficult concepts, it
is not unusual for me to spend a day lecturing on new material and then the
entire next day going over homework problems (and then assigning a few more
problems of the same type).
Conclusion: We all know that it is important for students to do homework.
The purpose of homework is to assist students in learning the concepts.
Going over homework in class may assist in helping students learn concepts.
How we decide to do this is based on our professional judgement, teaching
style, students, level of course, concept being taught, and probably a
hundred other variables. It is not a one-size-fits-all solution.
Bret Taylor Lake-Sumter Community College Leesburg FL
"It matters not the subject taught, nor all the books on all the shelves.
What matters more, yes most of all, is what the teachers are themselves."
John Wooden
John 3: 3^3 + 3
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