Homework can be defined as activities that represent an opportunity for self-learning, self-knowledge, reflection, expression and personal growth of the student. It is the moment in which the student experiences the desire to know and what this brings him of personal growth.

When we refer to desire, we are presuming that this feeling sets all thought into motion, therefore, in addition to pleasure, moves the student to learn, to seek, to investigate, to work, until the desired knowledge is achieved and to experience satisfaction to learn.

As an opportunity for self-knowledge and reflection, the task enables an analysis of its learning in relation to a certain content, be it a concept, a procedure or an attitude. Allows the student to ask about:

“What you know about the content, what you still can not understand, what questions you would like to ask, what hypothesis you raise about your difficulty, what things are interfering with your learning, helping or hindering what you expect, as your teacher’s help . “

Learning to study can also be a homework activity as long as it is teacher-led. Writing on the agenda: “studying the table” or “studying such a subject” will not be enough for the student to benefit from this task.

At this stage of schooling In elementary education, the teacher teaches different possibilities of studying, including proposing that students themselves create study procedures and socialize with their peers.

Knowing to study also learns, since it supposes the use of a series of abilities like reading, synthesis, analysis, classification, comparison, among others, that need to be explicit and worked with the student.

The task to be carried out at home also permeates the daily life of families, redefining, to some extent, the home as an extension of the classroom, involving several aspects:

  • role of family and school
  • dosage of the task quantity
  • home and school space for tasks
  • the meaning of the activities for the student,
  • conditions for the follow-up of tasks

In this context, we seek, in this information, to clarify some necessary procedures in the accomplishment and the accompaniment of tasks of house, in order to minimize doubts and to promote the aid to the learning.


The necessary adjustment in relation to the amount of homework can be done from the knowledge that the teacher has of the skills of his class and each student in particular; of the work done in the classroom, in order to obtain from the students data on the conditions in which they perform the task of home, on the difficulties and facilities found; and constant communication between parents and the school about the child’s performance while doing the housework.

It is possible, therefore, to estimate an average amount of lesson for each year / series, but this will only be a reference, subject to constant evaluations and adjustments.


Diversity is also a favorable factor for the development of student learning procedures. The use of different forms of correction makes it possible to break with the stereotype that the student does the task only for the teacher to correct, thus establishing a mechanical and meaningless relationship with knowledge.

Any task requested by the teacher should receive some kind of treatment, which may vary according to the purpose.

  • Individual correction made by the teacher: In this type of correction, the teacher evaluates the work of each student in order to know what he / she can do alone, to probe the class situation in relation to the lesson content, propose new activities, point to the the necessary revisions and place it in relation to their performance;
  • Collective correction made by the student with the mediation of the teacher and his colleagues: the collective correction aims to develop in the student the competence for targeted self-correction. In this correction, the teacher works with the idea that there can exist several ways of solving a situation, that there is not necessarily a single correct answer and with the idea that the socialization of the group-class answers can bring contributions to the reply it drew up individually. It is a correction that deserves a great deal of attention on the part of the teacher, since it is not only a matter of conferring answers, but of enabling the student to compare answers, verifying similarities and differences as to the content and form of presenting them;
  • Correction done in pairs of students, with later revision of the teacher: this form of correction allows the students an effective exchange on the work done at home. The teacher can guide this correction by offering, for example, an analysis roadmap from which students evaluate their own work and point out what should be reviewed. When collecting the correction made in pairs, the teacher also analyzes the self-correction ability of the pair and the necessary interventions;
  • Correction by sampling done by the teacher: the sampling is a resource that the teacher can use in some tasks, reducing the overload of activities to be corrected. Thus, with a class, for example, thirty students, you can analyze the learning of a certain content, correcting activities of six students per day. At the end of a week, you will have data for each student individually, and for the class as a whole. The activities of the other students may receive the collective correction treatment;
  • Correction made by fellow lecturers: when the teacher has as practice the monitoring of students, can use this practice, as long as it guides and establishes with students some parameters and correction procedures. You can also combine this practice with the sampling correction, analyzing the competence of each student for this work and the need for intervention;
  • Self-correction: for more objective tasks, the teacher may propose that students exercise self-correction, a procedure of extreme importance in the student’s learning process. For this purpose, you can prepare an analysis roadmap and / or a template, so that the student can reflect on their answers, identify possible errors and try to redo what is needed.


School tasks, how to help your child?
The assignment is the assignment of the student. Parents can and should help, but only in relation to two aspects: in the preparation of the environment for carrying out the same, establishing a routine and when requested by the child. This posture assists in the construction of autonomy of the child.

Remember: One situation is the monitoring of adults, another, completely different, is dependency, which produces wear and tear on family relationships.

Here are some guidelines for their implementation, as well as interventions that adults can take in order to help the child build meaningful learning:

  • The establishment of a scheduling routine is fundamental for the development of the child, since it organizes their activities, commitments and permanent activities (sleep, meals, hygiene, play, reading, homework, extracurricular activities, school, etc.). Thus, it is important to define, with the child, a specific and adequate time for the task, considering the other activities that it performs. In addition, it should be assessed at what time of day the child is more willing and rested. If, during the execution of the task, the child shows signs of tiredness, suggest a pause or another moment to resume the task.

Note: It is very important to be aware of the choice of extracurricular activities. Every child needs free moments to play, hours of sleep and tranquility to feed themselves properly. Overload generates stress on the child ..

  • The environment must be prepared in order to guarantee a suitable place to carry out the task. Task time is not the time to watch TV and / or do other activities as they take the focus off work. This way, a bright, airy and silent place is indicated, without interruptions and people circulation (that can produce certain dispersion), with suitable table and chair, in which it can store the school material, allowing it to begin to take care of and to organize your belongings. Note the suitability of the posture: the child should not do the task lying on the floor, on the couch or on the lap of the adult.
  • If the child says that he does not know how to perform what is requested, which is also pertinent to this age group, the adult can remind him that this type of activity has already been performed in class, encouraging him to perform it.

Remember: there is a fundamental difference between helping the child (so she remembers what to do) and performing the task for the child (dictation, exercise, or ready-to-copy models, for example).

  • If the child asks about the “correct” way of writing, some intervention can be done, because it was her initiative to ask for help, revealing a need. Example: “I wrote right?” Asks the child. “You still write in a different way from adults, but I realize that you have thought of the letters of the word and this is what you have to do: think to write and do it your way,” responds the adult.
  • If the child says that there is no task, consider your statement and let it return to school without doing it. With this, it will be individually oriented in the classroom. If it continues to resist it, the adult can emphasize the importance of the task and the commitment of the child, making them aware of their responsibility as a student and the importance of writing down everything on the agenda.
  • If the child requests a lot of help to carry out the homework assignment, the parents should communicate the school for the reasons to be analyzed. Experience has shown that, most of the time, the child asks for help because he is afraid of making mistakes and does not support the idea of exposing this to the teacher and his classmates. Still can not realize that the task will be valued for its availability to think and seek solutions with autonomy and not only for presenting correct answers.

Regarding the participation of parents in housework, the School’s orientation is that they should not do what the child can do alone, even if the product does not correspond to the expectation of adults.

There are situations, for example, in which children prepare posters, mockups, for the presentation of their Individual Project and that are done by adults. Or, when the teacher asks for a data collection, which should be very punctual and oriented, and the student brings sheets and more sheets taken from the Internet, meaningless for him.

The homework should allow the student to develop their autonomy to learn. Adults will contribute to this, as they let the children experience what they can do on their own, and only then, get the help they need.

The partnership between school and family is fundamental in the teaching and learning process. We appreciate the collaboration in the support to the accomplishment of the tasks, helping in the construction of autonomy of the children.

Written by
Wheatley Taylor

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