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task? If we expect our students to organise their time well, then we need to make the process of completing homework, and our expectations of them in terms of time and deadlines, as straightforward, simple and reasonable as possible. This can be partly achieved by establishing consistent routines. Setting homework on the same day each week is an excellent way of helping students predict when they will be receiving homework, and giving them a chance to plan their time accordingly. Feelings of success Once students knowwhen to expect homework, the next step towards helping them feel motivated is to ensure that they can see themselves being successful, and achieving well in the homework they’ve been set. That’s not to say that their homework has to be easy. Homework that’s too hard, to the point of being unachievable for a student is clearly bad – but the same can also be said of homework that’s so easy it can be completed almost effortlessly, without much thought. Effort, in terms of the thought needing to be put into the task, can be an important lever for attaining success. Teachers are the best judges of howmuch challenge should be presented by the work they set. Information gathered in lessons can usefully inform the homework that’s later developed and given to students. One key aspect of effective homework is the extent to which it’s directly linked to the learning taking place in the classroom. This also applies to the level of challenge the homework provides, in that it needs to match the level of challenge that your students are engaging with in the classroom. Belonging andvalue If someone had told me at the start of my teaching career that homework could help students feel a sense belonging in the classroom, and encourage them to value their learning more, I’d have looked at them dubiously. Yet this is precisely what effective homework can achieve. A student who… • Knows when to expect homework • Can see that their homework is designed to help them retain new knowledge • Recognises the format and content of certain questions, having previously tackled them in class ...will feel that they can confidently contribute to lessons. Not just when answering questions, but also when thinking about and participating in the learning that’s taking place. This is powerful. Education isn’t just about getting good grades and the attaining the highest marks; it’s also about getting students to see the value in learning, so that they can carry robust independent study skills with them into the future. As teachers, our duty is to think carefully about the homework we set, so that our students can develop confidence when learning about our subject, build important habits and achieve more. An important part of achieving this is to establish a strong culture of integrity and respect for learning. When both students and their guiding voices ABOUT THE AUTHOR Jovita M. Castelino is a teacher with a special interest in applying cognitive science principles to teaching to maximise student learning; her book, The Homework Conundrum , is available now (£16.99, Routledge) “MISS,WHY DOWE GET HOMEWORK…?” With sufficient thought put into it, homework can provide... Teachers with invaluable data about their students, study habits and levels of focus Students with opportunities to solidify and add to their foundational knowledge across multiple subjects A way for students to build their confidence, practise their ability to focus, and develop reliable study habits and motivational techniques that will serve them well into adulthood Schools with a positive culture of self-managed learning and improvement at home are able to recognise the value of independent study, homework can become one of the most important drivers of student motivation. To that end, one of the simplest things that any teacher can do is to value and talk about homework they assign with the same level of passion as they would with respect to their classroom teaching. Because the two are inherently connected. 23 teachwire.net/secondary P E D A G O G Y