Homework Philosophy

Lower School homework is defined in broad terms and is an integral part of our mission to educate children by engaging them actively in experiences that challenge students to solve problems as cooperative, confident, and responsible learners. The inter-generational component of education suggests discussion of questions raised during the school day, and enrichment is gained through observations and extensions of learning in different environments. It is hoped that children will observe the world around them and discuss their findings with those at home. Parental involvement is necessary in taking the time to ponder and to wonder with your child and in providing access to the environment.

Responsibility is learned by active involvement. The child remembers the assignment and brings the findings back to school. With practice the child develops life skills involving planning, scheduling, organizing, gathering materials, and communicating ideas. Real learning also occurs as children make mistakes and develop new strategies to cope with repeated difficulties. Developing the home-school connection enforces the idea that learning is lifelong and is not restricted to the school environment.

At every grade level, reading is emphasized both through shared reading and through reading for pleasure. Practice and reinforcement of spelling words and math facts are included in homework but are not the emphasis, nor the sole reason for homework. Westminster emphasizes enrichment and responsibility.

In first grade the emphasis is on taking the time to discuss and to wonder together and on developing organizational skills that find the child dressed with lunch box in hand and ready for school each morning. Opportunities to develop responsibility include remembering the Thursday Note, popcorn money, coat, library books, and school supplies. Reading to children and reading together each evening are also suggested. A weekly math or literacy project is usually assigned. By second grade spelling words are included and specific reading materials are sent home. In third grade math homework is added to spelling and reading assignments. Memorization of math facts and vocabulary require practice for most children. Enrichment activities are now specifically assigned, but weekly and monthly calendars provide advance notice of class expectations. Fourth and fifth grade teachers continue regular homework assignments in math and language arts. Reading at home nightly for 30 minutes is expected. Student assignments are written down and instructions are provided in class.

Mastery of basic facts requires more time for some children, and special projects become more frequent in the upper grades. The family is encouraged to schedule homework with other activities so that individual differences are respected and encouraged. It is hoped that scheduling time for homework acknowledges the needs of the child and the needs of the family and progresses at a gradual pace from first through fifth grade. If a student is spending more than an hour a night on homework on a regular basis, the parents are encouraged to talk with the appropriate teachers and with the division director if necessary. Occasionally students benefit from individual extra help. Teachers are available by appointment between 3:30 p.m. and 4:00 p.m. most afternoons.

http://www.westminsterschool.org/academics/lower-division/homework-philosophy/index.aspx