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  • yutran - 13:02:48 09/08/2020

1. Homework (assign) twice a week. 2. Why the car (steal) yesterday? 3. French and English (speak) in Canada. 4. How information (store) in our brain? 5. I promise that the money (pay) back to you soon. 6. Yesterday, applicants for this position (examine) thoroughly. 7. He (punish) by his father yesterday. 8. Linh (offer) the job last month but she turned it down. 9. I think an alternative therapy (recommend) if medical therapy doesn't work. 10. The car (repair) at the moment. It broke up in an accident last Sunday

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1.is assigned

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10.is being repaired

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3. are spoken

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6. were examined

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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)! 

We’ve broken this article down into a few major sections. You’ll find: 

  • A diagnostic test to help you figure out why you’re struggling with homework
  • A discussion of the four major homework problems students face, along with expert tips for addressing them 
  • A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you . 

So let’s get started! 

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How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

  • If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
  • If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
  • If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
  • If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

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How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

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If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

  • A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
  • B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away. 
  • C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C. 

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels 

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

body-unmotivated-meme

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

  • Assignments are too easy, too hard, or seemingly pointless 
  • Students aren’t interested in (or passionate about) the subject matter
  • Students are intimidated by the work and/or feels like they don’t understand the assignment 
  • Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

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Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, y ou get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes. 

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!) 

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Two Bonus Tips for How to Do Homework Fast 

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.) 

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later. 

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too. 

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What’s Next? 

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!) 

Need more help with this topic? Check out Tutorbase!

Our vetted tutor database includes a range of experienced educators who can help you polish an essay for English or explain how derivatives work for Calculus. You can use dozens of filters and search criteria to find the perfect person for your needs.

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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How To Assign Highly Effective Homework Your Students Will Actually Enjoy

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Adolescent girl doing homework.

What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

  • How long will it take to complete?
  • Have all learners been considered?
  • Will an assignment encourage future success?
  • Will an assignment place material in a context the classroom cannot?
  • Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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Do Teachers Assign Too Much Homework?

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Questions about issues in the news for students 13 and older.

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When you get home after school, how much homework will you do? Will it keep you up late at night? Will it cause stress in your family? Or do you have homework under control?

Do teachers assign too much homework?

In the article “The Homework Squabbles,” Bruce Feiler writes:

Homework has a branding problem. Or, to be a little less pointy-headed about it, everybody hates homework. Scan through the parenting shelves, and the frustration is palpable: “The Case Against Homework,” “The Homework Trap,” “The End of Homework.” Glance through glossy magazines, and the enmity is ubiquitous: “The Homework Wars” (The Atlantic), “The Myth About Homework” (Time), “Do Kids Have Too Much Homework?” (Smithsonian). Heck, just drop the word into any conversation with families and watch the temperature rise. Some of this is cyclical, of course. Homework goes back to the onset of formal schooling in America and was popular in an era when the brain was viewed as a muscle to be strengthened. The first backlash began in the early 20th century as repetitive drilling came under attack, and by the ’40s, homework had lost favor. The launch of Sputnik in 1957 generated hysteria that we were losing ground to the Soviet Union, and more homework was one response, but the practice again waned in the 1960s. Homework came roaring back after “A Nation at Risk” in the 1980s as Americans again feared their children were falling behind. Today’s tension echoes this back and forth. “The Chinese do six hours of homework before breakfast — we have to keep up” versus “Play is more important than make-work. Google wants people who are ‘creative’.”

Students: Read the entire article, then tell us …

— Do your teachers assign too much homework? Or do you have just the right amount?

— Does homework cause stress and tension in your family ? Or does it create opportunities to work together with your parents or siblings?

— Does it get in the way of sleep or extracurricular activities? Or are you able to manage the right balance?

— How do you usually get your homework done? At home or at school? In a quiet room, or with family or friends around? Do you tend to work alone, or do your parents or friends help?

— Is homework, including projects and writing assignments you do at home, an important part of your learning experience? Or is it not a good use of time, in your opinion? Explain.

Students 13 and older are invited to comment below. Please use only your first name . For privacy policy reasons, we will not publish student comments that include a last name.

Comments are no longer being accepted.

when i get home i do AT LEAST 2 hours of homework and since i got into 7th grade i have no time for hobbies or fun. in a word, it just stinks.

I personally believe that teachers do give a fair amount of homework. Yes some days we do have more homework than others, also some teachers give more homework than others. A page or two of homework for each class is not a big deal but when each teacher assigns two pages of homework a night that’s about ten pages to do when you get home. Children also have after school activity’s, with some children not getting out until late. When you have hours of homework that can be stressful and hard as well. Taking the child out of the after school activity you say could be beneficial to the students education, on the other hand what could is do for them physically. Once they get done with homework would they spend their time on social media and technology? Everything you can do about homework is going to have something you will have to lose. Not saying homework does not help the student but also takes a way sleep and rest for the student as well. Making a child go to school non well rested could damage there learning. Falling asleep in class, not paying attention, and focusing on something else, perhaps unfinished homework for another class. Homework is a good thing and in some ways not so much, just depending on how much is assigned and how much time you have to do it.

I think there are teachers who give just the right amount but i also think there are teachers that dont relise we have homework from other teachers to and theres no way we could finish that all in one night. I think it gets in the way of my sleep all the time and i never have time for extracurriculars any more. I usually do my homework in my room with no one else arond because they get me destracted and i never get finished.

When I have homework, I normally do it wherever I am and I have time to do it. But, it is more difficult for me to do my homework when it’s loud, so I usually prefer to be somewhere quiet. I also prefer working alone because then I stay focused and can do my work without any disruption. On the topic of homework, I also do think that my teachers are assigning too much homework every night. I don’t think some teachers keep the students that do extracurricular activities, like myself, in mind when they are giving homework. They need to consider the student’s life because we wake up very early to go to school for 7 hours, and then after school some students go to a sport practice or a meeting for the club they are in, and then being expected to do at least 3 or more hours of homework is ridiculous. Students are loosing sleep more and more every day, making it harder for students to listen and focus in class. Too much homework is like a domino effect for many students.

I believe teachers do assign too much homework for students. It causes us to become stressed when we have a lot of homework to do. I have stayed up really late just to finish my homework and the lack of sleep effects me a lot the next day. I have a hard time staying awake and the lack of sleep just keeps building. Students have other things to do after school besides homework, like sports practices or games. They get home later then usual and they are expected to do their homework and be ready to go the next day. I believe the amount of homework given to students is too much with all of the other stuff going on in their lives.

In my opinion, I think it’s not entirely the teacher’s fault for giving us much homework because sometimes kids just fall behind in class work and that makes homework for them. One issue though is when each class has homework for you. For me it’s difficult to do all 5 classes homework because most of the time, one assignment is more important than another and sometime they contradict each other. Homework can be quite stressful when it’s mainly sitting down for hours at a time thinking, writing, and clarifying. Most parents look at homework and think, “I don’t know anything about this”. Honestly, the curriculum has changed that much that not even our parents understand it. Mainly math and science, and even physics. It can be quite annoying when you need help and get distressed over homework. I was up until 1am doing homework and I had to stop because my back hurt, I was tired, and I didn’t even get the chance to study for a test because I was just exhausted. I didn’t even get to sleep until near 2 in the morning. Talk about sleep deprivation.

Homework is a very controversial topic. Some kids say it helps with learning on there own. Others believe that its a waste of time. To me, it depends on what class the homework is for and how much homework it is. I’m okay with fifteen to thirty minutes of homework, but that about it. Being a high schooler, you are expected to do lots of homework. But I don’t believe that. We spend 7 hours of our day already in classes and I don’t think doing another hour of homework is helpful. It adds more stress onto an already stressful lifestyle. If you get home at 6 from sports, and start your homework at 7, and you are up until 12, I don’t think that is fair to students. Everyone has there opinion on homework. Some love it, some hate it. Some think its quicker to finish while laying in bed, and some think its better to do at the kitchen table. It all depends on your lifestyle and how you see fit.

I think that each teacher gives out the right amount of homework, but the reason it seems like a lot is because each teacher gives out homework. Say if you only get your average amount math homework, but no other classes, that’s fine, right? but adding in the average amount for every class, and it’s a lot. Homework does get in the way of my sleep because I usually go to sleep at 10 but if I get 3 different homework assignments, which is what I tend to get now, I have to stay up until 11:30. I also do track as an extracurricular acivity, track meets usually go from 3:00 pm and end at around 9:30 pm. on normal days I start my homework at 6:00 and end at 10:30 but if I got home at 9:30 and couldn’t do my homework at the meet then I will end up having to get it done at 1:30 but of course I’ll stop at 11:00 and do the rest in the morning and during lunch break. I think the teachers are giving the right amount eahc, but not all together.

Does it get in the way of sleep or extracurricular activities? Or are you able to manage the right balance?

Coming from a very small school, I see that almost every student is involved in some type of extracurricular activity which take places outside of school hours. Personally when I get back later in the day from practice or a game, the last thing I want to do is spend hours on homework. I think teachers should give students homework if they feel it is important to practice what they are being taught; however, I think some teachers give an excessive amount and it is unnecessary. I think it would be best if each teacher only gave an assignment that at tops would take 15-20 to complete. This way it would be enough to get some practice in without taking a long time and not focusing the whole time.

Teachers do assign to much homework and i think that they shouldn’t assign any, we go to school to learn not to just bring the learning and work home. Homework does get in the way of sleep and extracurricular activities, i just don’t have the time to finish or even start my homework, i could stay up and do my homework but then i would be tired for the next day. I feel that by doing projects and writing assignments at home is not a productive way of learning because why would i want to do something at home where i can’t ask a teacher any questions.

In my thoughts, I believe homework does help the criteria of learning, but too much of it doesn’t. When I have to stay up all night just trying to finish my homework is ridiculous. If I’m not getting enough sleep, then I’m going to be dreading on the next day of school and I’m not going to be focused. Plus, I play year round sports and I have practice every day after school, and games at least twice a week. I do my homework alone in my room, because I tend to work better where it’s quiet and where I’m working alone. Teacher’s and coaches say to do your homework on a bus, but that’s nearly impossible when it’s dark and loud and the bus is not nearly stable. In my opinion, it doesn’t help me when they give a boat load of homework every single night, to where you’re not getting any sleep, or to where you can barely function the next day.

Homework has always been a burden for me and now that I am a 10th grader it has been even more of a hassle getting in the way with my sport(running) and friends. I have a Spanish teacher who gives homework daily that usually is easy as long as I keep up with class and I know what I am doing. The homework that I get from other teachers can vary and comes mostly in chunks. I will have no homework one day and then 3 days worth the next. After coming home from practice that can end as late as 7 pm to 5 pm (the earliest) it is hard and stressful to keep up. I am fine about having homework but it cant be enough to not let me sleep or have some free time.

I think, for the most part, teachers give too much homework. Homework causes a lot of stress and tension in my family. It’s a pain having to listen to my parents and siblings argue with each other about doing homework every single night. Some nights when I have a lot of stuff going on that’s not school related, I have to miss out on sleep to get my homework done, or I’ll blow off my homework and my grade will lower, all because I was tired and wanted to sleep. I do understand that if you want to learn, you need to study and practice, but teachers should give students more time in school to do work so they have time outside of school to do activities that they really enjoy and make them happy. Homework causes so much unnecessary stress that students shouldn’t have to go through.

Over the four years that I have been in high school, I’ve had my fair share of homework. Of course there have been days where I have very little, but then there are other days where each teachers continuously add to my work load. If teachers found a good way to balance out the work with each class, homework and the stress it carries with it would not be as bad. But that often doesn’t happen. For me, the reason it becomes so stressful is simply because of how busy I am. It’s not because I don’t care about my grades, or I see homework as totally pointless, but being involved in sports takes up a lot of my time, and I often have to hurry through homework, not really retaining the true purpose of it. However, when I do have enough time, I find that homework can help me understand new concepts better, because the more repetition I have with something, the better I get at it. Overall, I have mixed feelings about the idea of homework. It’s really only beneficial if there is not a surplus of it, and kids take the time to really focus. I also feel like homework should not be such a pressured thing, and it’s a better practice for teachers not to grade it, but simply go over it in class to reward the kids who did their work, but not punish them if they didn’t understand the concept and got problems wrong.

I’m conflicted about the homework subject, and I have become more conflicted as I have seen my own fourth-grade son struggle to keep up with his assignments this year. I think homework is important to build effective work habits and discipline. However, I don’t think all homework is created equal. I currently think that my fourth grader is being given too much homework. I particularly don’t like the assignment of writing 20 spelling words five times each. I still encourage him to do it, because I want him to have good habits.

I believe that teachers do assign too much homework and it can be hard for some students to keep up. Some students participate in after school activities such as sports, clubs, and music lessons, may have problems keeping up because of the amount of homework they are given. I believe that my teachers do assign too much homework and it is hard for me to get it all done and still be able to participate in the activities I love. For students in advanced classes a large amount of homework is okay and should be expected but having too much homework in their other classes can make it hard to stay caught up. Last year I had the opportunity of taking an advanced class and it was causing stress within my family. I get off the bus later than most students and then I have to watch my brother after school so it can be hard for me to get homework done when he is being loud. It can also be hard to get help from my parents when I don’t understand something because they don’t get home from work until late and homework can get in the way of family time.

i think homework is a good way to keep your mind in “school mode” but too much causes stress. I think schools should give less homework, but only an hour’s worth max.

Wake up at 6, come home at 4. Then after-school activities, then homework for 2 hours, then sleep for 8 hours. Then if you have chores, or jobs to do, then you have no time left at all to do anything else. Of course this causes stress.

For my school i do my H.W. until almost 12:00 at night and i get home around 2:30

My school rarely give us homework that make us stay up too late. But my little brother has tons of homework and hes only in 2nd grade. Some teachers are giving way too muchh homework to kids. they should give them less.

i think that kids do get too much homework. Its not fair to the students.

I think homework is good because it grows your brain even though we all hate it we need it but I think that we get too much. As a 8th grade student it causes a lot of stress and barely gives you time to talk,play.or sometimes even sleep. When I reach home I eat a snack then start my homework. Sometimes I don’t even finish until 8 and later. Our homework tasks are to finish essays do projects worksheets etc I do my homework on my own honestly I think they should keep homework but just not give out too much r at least make us do it in class

i think that when teachers give alot of homework it gives us students no time to have fun . When a teachers give us alot of homewok , we cant get to other activity’s like studying or exerciseing or hanging out with our friends .

I believe that some teachers assign a lot of homework but also some don’t. It just depends on what class the student is in. Homework doesn’t cause stress in my family because I do my homework alone in my room or else in the library during school. Sometimes when I have a lot of textbook homework I find myself with less time in the afternoon. I usually get my homework done at home in my room but I also like working in the library. I think students should do projects at school instead of home because we also have so much other homework to do.

Doing homework with your kids is less helpful than you think. You don’t actually, often, remember the material!! Encourage your kids to work with their friends, they will bounce ideas off each other, correct each others work, and learn better overall.

Does your kid have an iPhone? Try HuddleUp, a free homework collaboration app. It allows kids to work together remotely. They will feel like they are getting one over on you, yet instead they are learning and educating themselves.

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The Worsening Homework Problem

My son does an average of five or six hours of homework every night. Is this normal?

A drawing of a person crushed by a stack of giant books

Editor’s Note: Every Tuesday, Abby Freireich and Brian Platzer take questions from readers about their kids’ education. Have one? Email them at [email protected].

Dear Abby and Brian,

My son, who is in ninth grade, is a really good student, but I’m worried he’s working far too much. He does an average of five or six hours of homework every weeknight, and that’s on top of spending most of the weekend writing essays or studying for tests. His school says that each of his five main classes (English, history, math, language, and science) can assign no more than 30 minutes a night and that electives can assign no more than one hour a week. That should look like something around three hours a night, which is a lot but at least more manageable.

On some nights, a math problem set can take him more than two hours, and then, after 8 p.m. and sometimes after 9, he turns to his English reading, science textbook, Spanish paragraph, or history outline. He’s working until after midnight and then up at 6 a.m. to get ready for school, beyond exhausted. Is this normal?

How much homework should students be assigned?

Margaret Denver

Dear Margaret,

Homework—when assigned in appropriate amounts and with the right goals in mind—is an indispensable tool for educators. But students should never be put in the position of having to choose between their academic success and their overall well-being.

To understand what constitutes the right amount of homework, we should be clear on what it’s meant to accomplish. We believe it should perform four basic functions. First, homework should be assigned in order to make the most of class time. In an English class, for example, teachers need to ask students to read at home in order to do the important work of leading in-class discussions. Second, at-home assignments help students learn the material taught in class. Students require independent practice to internalize new concepts. Third, these assignments can provide valuable data for teachers about how well students understand the curriculum. Finally, homework helps students acquire the skills needed to plan, organize, and complete their work.

Unfortunately, many schools assign homework for its own sake, in amounts that are out of proportion to these basic functions—a problem that seems to have gotten worse over the past 20 years . This isn’t necessarily intentional. Some of your son’s teachers probably underestimate the time it takes their students to complete assignments. But your description makes clear that homework has taken over your son’s life. That’s why he should make sure to tell his teachers that he’s been working past the nightly limits prescribed by the school.

Additionally, he should use those limits for his own well-being: If he can’t get through a math worksheet in half an hour, he should stop, draw a line after the final problem he was able to complete, and talk with his teacher the following day. That way he will be able to spread his time more evenly among classes, and his teachers will get a better sense of how long their homework is taking. Sometimes teachers aren’t aware of how much other work our students have on their plate, not to mention their extracurricular responsibilities. Fill us in! Most teachers would prefer to recalibrate our students’ workload than find ourselves responsible for keeping them up so late.

But the goodwill of individual teachers may not be enough to solve the issue. Schools have any number of incentives to assign a lot of work, one of which is the pernicious assumption that “good” schools provide as much of it as their students can pack into a day. If your son’s workload doesn’t get lighter after he talks with his teachers, contact the administration and explain the situation. Hopefully this will prompt a larger conversation within the school about the reasons to assign homework in the first place—and the reasons not to.

B y submitting a letter, you are agreeing to let The Atlantic use it—in part or in full—and we may edit it for length and/or clarity.

How strict should you be? A guide to assignment due dates.

homework assignment twice a week

Colleges typically require instructors to include a calendar of assignment due dates in every course syllabus. But most syllabi also include a disclaimer that assignment deadlines are subject to change.  

So, how flexible should deadlines really be in a college course? 

Be Flexible, or be Rigid, but Always be Consistent 

Be consistent in your approach to deadline flexibility, whether you never accept late work or are always willing to make an exception. Nothing irritates strong students more than their instructor announcing, “Since so many of you asked for more time on the assignment that was due today, I’m extending its deadline to next week.”  

Syllabi should always include a clearly stated policy about the circumstances under which late work might be accepted, if at all.  

But should this policy be applied equally to low-stakes and high-stakes assignments? 

Low-Stakes Assessments  

If a course has many low-stakes assessments, like quizzes or homework problems, those assignments are usually due on the same day each week.  

For example, if class meets on Tuesdays and Thursdays, there might a reading quiz due every Monday, to ensure that students are prepared for the week’s in-class discussions, and a homework problem due every Friday, to verify understanding of the week’s concepts. 

Here are three solid approaches to deadline flexibility for low-stakes assessments: 

1. Not flexible: Late work is never accepted  

If a student misses a deadline, they receive zero points on that assignment. 

This approach works best in courses that have many low-stakes assignments, such as reading quizzes on every textbook chapter, where missing one or two deadlines will not jeopardize a student’s understanding of the core concepts nor greatly impact their final letter grade. 

2. Somewhat flexible: Late work is accepted, at a penalty  

If a student misses a deadline, they can submit the assignment late, but their score will be penalized a specified amount (e.g. -5 points). 

This approach works best in courses where content acquisition is scaffolded such that missing one assignment will negatively impact a student’s understanding of core concepts and successful completion of future assignments. In this case, students who miss deadlines should be permitted to complete the missed assignments, but with a small scoring penalty to encourage on-time submissions in future weeks. 

3. Very flexible: Late work is made up, with instructor permission 

If a student misses a deadline, they must contact the instructor and arrange an alternate way to complete the assignment (e.g. by taking a make-up quiz during the instructor’s office hours). 

This approach works best in courses where low-stakes assessments are considered part of a student’s participation grade. In this case, missing a deadline is like missing a class meeting. Students should be encouraged to initiate contact with the instructor to arrange a way to verify their understanding of the missed assignment’s concepts.  

High-Stakes Assessments  

Every course has one or more high-stakes assessments, such as exams or research papers. These assessments are weighted more heavily (worth more of the overall course grade) than lower-stakes assessments because these are higher-level demonstrations of students’ proficiency in the course outcomes. Failure to successfully complete high-stakes assessments generally leads to failure of the entire course. 

What kind of flexibility is appropriate then for key, high-stakes course assessments? 

1. Not flexible: Deadlines do not change, under any circumstances  

If a student misses a deadline, they receive zero points on that assessment. 

This is the most common approach to deadlines for high-stakes assessments. It is rare for a college instructor to permit students to make up a missed midterm or final exam because students making up an exam would receive the unfair advantage of more time to prepare for the exam. Also, many final exams are scheduled for the very end of term, when there is no time remaining for make-up testing before instructors must report course grades to the college. 

2. Somewhat flexible: Deadlines are extended, at a penalty 

If a student misses a deadline, they can submit the assessment late, but their score will be penalized a specified amount (e.g. one letter grade per day). 

This approach is more common for midterm assessments, or for courses with single high-stakes assessments, such as a research paper that students work on throughout the term. If students who miss the deadline for a high-stakes assessment can still submit their work, but their score is heavily penalized, the course grades will accurately reflect the students’ term-long proficiency in the course outcomes. For example, a student who earned “A” scores all term but submitted their final paper one day late could still finish the course with a “B” grade. 

Remember, flexibility around assignments should be geared towards what makes sense in your course and for your students. While there are a lot of possible variations in regards to policy, the most critical element is to be clear and upfront with your students early in the term. This will help avoid confusion and complaints – and help you keep your sanity at the end of the term when students come looking for extra chances to make up missed work! 

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Understanding and Estimating Instructional Time and Homework

Introduction.

What counts as “class time” — especially when you are adapting a course to a new format like hybrid or online? How do you structure time to maximize engagement and (in online or hybrid situations) get the most out of synchronous or in-person time? Here we explain the relationship between instructional time, homework, and credit hours, so you can understand what Champlain and our accreditors require. We also discuss some options for instructional time that may be very different from what you would do in the classroom.

Credit Hours, Instructional Time, and Out-of-Class Work

Students’ class loads are measured in credit hours; a typical full-time load at Champlain is 15 hours, usually equaling five three-hour classes, although this may vary. The number of credit hours associated with a course is determined by the number of hours it “meets” per week — that is, the amount of instructional time. (This will vary for capstones, internships, and some other course types.)

Most faculty who teach in person are not used to thinking about instructional time. Instead, we think about the hours that we are in the classroom with our students each week. But we can learn from Champlain College Online and other online or blended modes of learning that instructional time can take different forms, many of which might not involve synchronous or in-person interaction.

The key characteristic of instructional time is interaction between instructor and students. The New England Commission on Higher Education (NECHE), Champlain’s accreditor, requires that we provide quality learning experiences that include “ regular, substantive academic interaction ” between instructor and students. Regular interaction means that the faculty member connects with students fairly frequently, in a way that students can grow to expect. Substantive interaction means that the faculty-student interaction is academic in nature and initiated by the instructor.

Therefore, in a hybrid or online course, instructional time is the total hours your students spend in synchronous activities AND asynchronous instructional equivalents like watching recorded lectures, taking quizzes via Canvas, participating in discussion forums, and activities you might normally do as a group, such as a virtual field trip or service project.

According to NECHE, alongside instructional time each week, students should spend approximately twice the number of hours they spend “in class” doing work for that class. That is, if a course is worth three credits (about two and a half hours of instructional time), on average students should be doing approximately five hours of preparation and out-of-class assignments each week, for a total of seven and a half hours of time committed to that course. Rice University’s Center for Teaching Excellence provides an interactive tool for estimating out-of-class student time commitments.

For more information on how this math works, please see Albright College’s explanation of Carnegie Units and credit hours .

Planning Online or Hybrid Instructional Time Equivalents

In the classroom, we know what constitutes instructional time: things we do when we are physically present with students. In fully online situations, we must consider the amount of time students are expected to spend on asynchronous instructional equivalents. In hybrid situations, we must carefully consider the mix of in-person and virtual interaction to calculate instructional time.

Virtual instructional time can involve adaptations of in-person instruction. It can also involve different kinds of activities. Some strategies for interactive, engaging instruction that does not take place through videoconference lecturing include:

Possible Adaptations of In-Person Instruction

  • Recorded lecture
  • Synchronous small group discussions, critiques, labs, projects, etc.
  • Asynchronous discussion forums
  • Quizzes and tests delivered via Canvas
  • Guest speaker virtual “visit” or webinar
  • Library education sessions or consultations with a research librarian (currently offered virtually)

Possible Instructional Time Innovations

  • One-on-one or small-group synchronous conversations with the instructor (similar to the tutorial system )
  • Individual real-world experiences shared through reflection or discussion (e.g., plant observation walk, interviewing a professional in the field, service learning, etc)
  • Virtual tours and field trips
  • Lecture-style slides, or written instructor-created content that would normally be delivered via lecture in class
  • Collaborative whiteboard, brainstorming, and/or problem-solving activities (synchronous or asynchronous)
  • Collaborative reading and annotation using a tool like Hypothesis or Perusall
  • Remote/virtual labs
  • Low-stakes surveys, quizzes, or check-ins
  • Peer review (synchronous or asynchronous)
  • Contributing to and commenting on a virtual gallery

There are many options! This list is not intended to be exhaustive. When deciding on instructional time activities, you should focus on options that are highly interactive (student-faculty and/or student-student) and/or focus on experiences like labs, field trips, interviews, or service learning.

Estimating Workloads

This wide range of strategies is great, and it raises an important question: how long does it take students to do these things? How do you get the amount of instructional time equivalents to roughly mirror the number of hours you would spend in a classroom with your students, when you students are completing tasks on their own time and may not work at the same speed?

First of all, something to consider: students generally work a lot less hard when they are sitting in a classroom taking part in an all-class discussion than they do when everyone is required to contribute a discussion post or two on Canvas. A group lab may be less work than a virtual one. The great thing about this is that your instruction can become much richer as students branch out into the things that most pique their interest. However, be aware that asynchronous instructional time can be much more mental labor and organizational work than some forms of classroom instruction, and so your students may be working harder for the same amount of instructional time, or may be spending more time than you think. Create your prompts, assignments, and grading schemes in a way that acknowledges this increased effort.

Pragmatically, here are some estimated amounts of time students might spend doing common virtual learning tasks. (We’re skipping over tasks that have a clearer time commitment like lecture videos and timed quizzes.)

  • Discussion posts: minimum of 30 minutes for a 250-word/one-paragraph post and skimming other posts. Direct responses to other students’ posts may take a little less time.
  • Blog post: approximately 30 minutes for a 250-word reflection post. If you require research or longer posts, allot at least an hour.
  • Case study activities: account for reading time as well as writing time, which will vary widely depending on the exercise. An optimal adult reader who reads visually, does not have reading-related disabilities, and is fluent in English can read about 300 words per minute with no new concepts. For new concepts, writing for an academic audience (eg. journal articles), special genres of writing (e.g. legal cases), or texts you want students to analyze deeply, estimate 150 words per minute. Allow writing time as above. Thus a case study analysis based on a news article–which is a great option for a discussion forum!–with a 250-word response might take 30-45 minutes. On the other hand, analysis of a fifteen-page journal article with a 250-word response could easily take an hour and a half or more.
  • Independently arranged interview, field trip, or service learning experience: make sure to add an estimate of the time it takes to arrange an experience (if students are doing that work) to the experience itself.

These suggested times may seem slow to you–but remember, you are estimating based on the speed of an average student.

We also provide a resource on strategies for balancing synchronous and asynchronous teaching , as well as some slides with examples of how to balance and estimate synchronous and asynchronous instructional time equivalents in different types of classes.

Works Consulted

Other institutions’ approaches.

  • Course Workload Estimator , Rice University Center for Teaching Excellence
  • Credit and Contact Hour and Instructional Equivalencies Guidelines , Valdosta State University
  • Guidelines for Instructional Time Equivalencies Across Formats/Assignment of Credit Hours , Misericordia University
  • Instructional Equivalencies Chart , Albright College

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How to Remember to Turn in Homework

Last Updated: November 29, 2021

This article was co-authored by Emily Listmann, MA . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. This article has been viewed 50,191 times.

You’ve had enough of that soul-crushing stare your teachers hit you with when they find out you forgot your homework again. They silently shake their head as you tell them you finished it, and even enjoyed working on the assignment, but simply left it at home. Even worse, you get home and realize you had brought your homework to class but forgot to turn it in! Again! Fortunately, there are proven steps you can take to help you remember to turn in your homework.

Organizing to Boost Your Productivity

Step 1 Take organization seriously.

  • There is the classic two pocket, a side-folding folder in any color you can imagine, or adorned with the comic book hero, cartoon character, or sports team of your choice. One option is to get a few of these and use one for each of your classes.
  • If you have separate folders for each class, keep all of them with you throughout the school day, perhaps in a three-ring binder.
  • Alternatively, get yourself an accordion folder. These multi-pocketed wonders, usually equipped with a flap or other mechanism to ensure your materials stay where you put them, can immediately improve your organization. [1] X Research source
  • Take time twice a week to organize all your folders or online files. This way they’re kept clean on a regular basis.

Step 2 Label each pocket or sleeve.

  • Put any notes, handouts, worksheets, or assignment materials into the proper folder location as soon as you receive them, and keep them there whenever you’re not using them.
  • Keep your organizing materials with you. Bring your binder or accordion with you to every single class. This ensures you always have all of your assignments with you for every class.
  • For some extra tips, check out How to Be Organized in School.

Step 3 At the end of the school day, double check your bag.

  • Before school every morning, triple check your bag! There’s nothing worse than simply forgetting completed homework at home. Make sure you have your organizing materials with you, and that you placed you completed assignments in them.

Developing Strategies to Remember Your Homework

Step 1 Remember to actually turn in your homework.

  • As soon as you sit down, take your completed assignment out of its folder and place in on your desk in front of you. Keep it there until you are able to turn it in.
  • Get an extra folder exclusively for completed assignments and keep it in the very front of your binder. This way, you’ll be reminded of your completed assignments whenever you access any of your class materials.

Step 2 Keep and actively maintain a weekly day planner.

  • Always write down all of your homework assignments as soon as you are made aware of them. Be extremely detailed with the information you include. For example, jot down the chapters or page numbers of the textbooks or other materials associated with each assignment.
  • If your class has a syllabus or course schedule, enter all of the included due dates into your personal planner.
  • Include information regarding time slots you will not be able to work on homework, such as music or sports team practices, a babysitting gig, or family meals.

Step 3 Commit to a paper day planner.

  • Tangible planners are easier to update with quick additions or edits.
  • It’s always satisfying to cross a completed assignment off with an actual writing utensil.
  • Day planners are more appropriate for in-class use. Since you’ll often be assigned homework in class, and want to enter new assignments immediately, this is a particularly important factor.

Step 4 Set alarms to remind you about assignments.

  • Another great source of reminders is your teacher. If you struggle to remember to bring your homework to class, talk to your teacher about it. Your teachers will likely have some helpful advice, and can even remind you the day before homework assignments are due.
  • Your teachers will likely remind the whole class if you ask them to start reminding you, which may help your classmates remember their homework too!
  • Alternatively, find a friend who will be sure to hold you accountable and remind you what needs to be done.

Using Your Time More Efficiently

Step 1 Schedule blocks of time to work on your homework.

  • Think about how long it will take you to complete assignments and plan accordingly.
  • Schedule specific portions of larger projects separately.
  • If you struggle with finding large enough time slots to complete your homework, recognize that you need to make the time to do so. For instance, if you spend a good portion of each evening socializing with friends (online or in person), do all of your homework before you go out or get online.

Step 2 Get up earlier.

  • Kick starting your day will increase your productivity generally and prepare you for more efficient homework sessions. [2] X Research source
  • Stick with it. If you get in the habit of getting up a bit earlier, you’ll likely start going to bed earlier as well.
  • Don’t fall into the trap of staying up late working on homework, as your focus and productivity is greatly diminished late at night.
  • Don’t procrastinate your homework and try to finish it when you wake up in the morning. It will make your day more stressful and ruin your previous night’s sleep.

Step 3 Use study hall, a free hour, or homeroom to do homework.

  • Wear headphones and sit facing a wall if you’re prone to visual distraction.
  • Remind yourself that getting your homework done during school hours allows you to do whatever you want in your free time, including hang out with friends.

Step 4 Get a head start on your assignments.

  • If you are ever unsure of an assignment, ask your teacher about it as soon as you have a question.
  • Get a jumpstart on weekend homework on Thursday or Friday. If you know you’re going to need to do some homework over the weekend, try to get it done earlier so you can relax and enjoy yourself over the weekend as well.
  • Do not leave all of your weekend homework for Sunday.
  • Try to plan weekend social activities for Saturday, and dedicate at least a few hours of Friday evening to schoolwork. If you do end up with plans on a Friday night, make sure you set aside a few hours on Saturday to work on homework.

Staying Focused on Your Homework

Step 1 Find the study environment that works best for you.

  • Try studying in different environments to find the one that allows you to focus the best.
  • Avoid screens, especially TVs. This includes your phone. Put your phone in your bag and leave it there. Only check it during scheduled breaks.
  • Wear headphones (or earplugs). Whether in a library or coffee shop, headphones will help reduce the frequency of auditory distractions. Choose music that does not have lyrics, and is more ambient than bass-driven. Think “background music” when you’re making your selection, but know that you can still listen to music you enjoy.
  • If you’re studying at home, try to use a room in which you won’t be interrupted by family members or roommates. Let others know you intend to work on homework for a certain amount of time, and ask them to let you be.

Step 2 Study with friends.

  • The company of a friend can keep you from wondering what everybody else is up to, and can even make doing your homework feel like hanging out.
  • Avoid studying with friends who tend to interrupt a lot, or who have trouble focusing themselves. You can hang with whoever you want once your work is done!

Step 3 Make sure you have everything you need before you go somewhere to study.

  • Include a healthy snack, as well as a water bottle. Not having to get up for sustenance will keep you grinding through your homework for a longer period of time.
  • Don’t forget sticky notes. They’re weirdly helpful. Use them as visual reminders of important things to remember, and to keep pages in books you’re studying or otherwise referencing frequently.

Step 4 Take advantage of technology.

  • Computers can also help you organize. Familiarize yourself with web-based storage systems like Google Drive and Dropbox. These will allow you to save and access files from anywhere you have internet access. [3] X Research source
  • Use a flash drive too. Save all electronic files to both a web-based storage system and a thumb drive. Keep the drive with you at all times. (Get a thumb drive with a keychain attachment!) This way, even if you forget your hard copy, you can print another at school and eliminate the unfortunate “I forgot my homework” scenario.

Step 5 Take breaks.

  • Try a 10 minute break after every 50 minutes of focused work.
  • Use these breaks to go for a short walk, use the washroom, do a brief physical exercise (like stretching, push-ups, or jumping jacks), or to get a simple chore out of the way.
  • Do not allow yourself to get distracted by activities that will prevent you from going back to work or will get your mind out of study mode. For instance, don’t call someone you haven’t spoken with in a while or sit down with friends who are hanging out but not studying.
  • Reward yourself when completing assignments – but not before. If you’ve been itching for a bowl of ice cream, don’t dive into the freezer during a break. Instead, enjoy the ice cream once your homework is done for the evening and you can focus all of your attention – or none at all – on every bite.

Community Q&A

Community Answer

  • If you’re doing your best to organize, plan, and focus on your homework, but are still struggling to get it all done, talk to a school counselor or your parents. School counselors, in particular, are trained to help students, and they will be happy to work with you on strategies and options to improve your ability to succeed in school. Thanks Helpful 0 Not Helpful 1

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Uncategorized   |   Oct 5, 2011

Grading Made Simple

homework assignment twice a week

By Angela Watson

Founder and Writer

If you’re looking for a more efficient method of grading papers and assessing student progress, you’ve come to the right place. On this page (which has been adapted from  The Cornerstone book ), you’ll learn tips and tricks to help you gauge student progress quickly and easily.

Using simple and consistent markings

chained-to-desk

Choose your color for grading and use it exclusively.  I use red because it stands out well and makes it clear to parents and kids what I have written vs. what they have written (my kids often correct their own papers using blue pens). Red is the traditional teacher color, and I think that some of us as adults are kind of scarred from seeing red marks on our papers as kids.  However, a young child hasn’t had those types of experiences and therefore there are no negative connotations. I also use red ink for all of my stamps, so my kids associate red with positive messages, too.

I think seeing numerous corrections can be intimidating in any color, so it’s more important to focus on what types of marks you are making on the paper.  Be sure to use simple, quick markings, and be consistent with them.  For example, I don’t make big Xs by or circle wrong answers, I just draw a slash through the problem numbers.

Try not to make more work for yourself.  I once knew a teacher who wrote the correct answers next to wrong ones on EVERY student paper. That’s great for the kid and parent (assuming they actually read each paper) but it took her a half an hour just to grade a set of spelling tests!  Another teacher I know circles the correct answers and leaves the incorrect ones alone.  This helps build student confidence and makes marks from the teacher a good thing (the more, the better!) rather than a bad thing.  I love this concept, but again, I wouldn’t do it for the whole class because it is too time-consuming.

Keep papers from piling up

Try not to let students’ ungraded work sit out on your desk: until you’re ready to grade, leave it in the file trays where kids turned it in.  Messy piles accumulate so quickly!  If you have a good filing system, it should take less than ten seconds to find any stack of ungraded student work in your filing trays.  Use the ideas in Chapter 4 of  The Cornerstone  book (which is about  Avoiding the Paper Trap ), so there will be no more confusion about what’s already been entered into the computer grade book, what’s has been graded and what hasn’t, etc.

Don’t let papers go ungraded for more than a week, tops.  This is easier said than done!  However, more than once I have been in the middle of grading a tedious math worksheet when I realized I had already tested the kids on the material.  What’s the point of grading the practice class work at that point?  It was too late for me to assess whether or not the kids were getting it, and because I never provided them feedback on how they did, it’s possible that a number of them had used the assignment to practice incorrect strategies.  It was a waste of time for me and them.

Finding time to grade

In the past, I’ve set aside certain times of the day to grade papers, such as during students’ Morning Work, while the kids used math centers or completed cooperative projects (and therefore were being pretty independent), or right after dismissal.  Every day during the predetermined time, I tackled whatever papers the kids had created since the day before.  This was a very effective way to make sure that papers never piled up, and was manageable because my students completed most of their written work in workbooks and journals which are not graded.

I know other teachers who stay after school one day per week to catch up on their grading, and that works well for them. However, when I stay late to work on tedious tasks, I find that I have less enthusiasm and energy the next day in the classroom. For my own sanity, I get my grading done during the school day.

Taking papers home to grade

Although I’ve never regularly taken papers home, I do have an organized file folder system for transporting and keeping track of papers that I prefer to grade at my house.  Sometimes I’ve used  three folders for each subject (class work, homework, and tests); other years I just had one folder for each subject.  Additional folders can also be useful:

  • Already graded—to be entered in computer: I kept my grades electronically and put papers in this folder until the grades were entered.
  • Already in computer—to be filed: I would empty this folder into the basket of papers for students to take home.
  • To review/redo with class: When there were a lot of errors I wanted to go over, I placed the papers in this folder.
  • Incomplete: These would be stapled to weekly evaluations on Friday as weekend homework.
  • Make-up work: I normally graded make-up work every two weeks and kept it in this folder until I was ready to correct them.
  • No names: I filled this file if I was going to try to find the papers’ owners later or give kids a chance to claim them.

Tips for grading student writing quickly

I realize it can be difficult (and time consuming) to think of original, carefully-worded, and encouraging comments for students, so I created this 21 page PDF of  Feedback Comments for Student Writing . It contains hundreds of comment suggestions you can use for written feedback. The comments can also be used to guide your conversations during writing workshop and writing conferences, and to describe student writing for portfolio assessments, progress reports, report cards, or in parent conferences.

feedback-comments-for-student-writing

Often, you can also simplify the grading process for students’ writing. I use one trait (or single trait) rubrics to help refine my writing instruction, help students better understand characteristics of effective writing and how their work is assessed, and simplify the scoring process.

The idea is simple: since we teach traits of effective writing individually, why not assess traits individually sometimes, too? Not every piece of writing needs a full assessment, and one trait rubrics make it easy for teachers to give meaningful feedback quickly without spending hours grading essays.  Additionally, assessing student writing is a subjective process that is often a mystery to students and parents: using a straightforward rubric with only 3 or 4 criteria makes it clear why an assignment earned the grade it did. It also prevents you from downgrading a paper by weighting one aspect of good writing too heavily. Concentrating on only one trait makes it easier for the teacher to fairly assess a student’s skills in a particular trait.

The system is beneficial for students, too. It can be overwhelming (especially for younger children, reluctant writers, and English language learners) to try to concentrate on all aspects of great writing at one time. Knowing that they’ll only be assessed on a single trait helps students narrows their focus and makes the task more manageable.

You can read more ideas in my blog post,  10 time-saving tips for grading student writing .

one-trait-rubric

Tips for quickly assigning formal grades

Use a slide chart grading aid (easy grader)..

This little device allows you to have any number of problems or questions in an assignment and calculates the grade.  The easy grader prevents you from having to choose a basic number of questions for an assignment, such as 20, in order to make each question worth 5 points each.  With a grading aid, having 27 or 34 questions is no problem.  You can buy these for about $5 at teacher supply stores, or  download a free one  from my site.  The quickgra.de website  will calculate the same way for free online.

Grade an assignment on criteria for multiple subject areas.

If you assign a reading passage with questions about living organisms, you can take reading AND science grades from the same assignment.  A population graph activity may provide you with social studies AND math grades.  At the top of students’ papers, write the subject area and grade for each, e.g., ‘Rdng- B, Sci- A’.

Collect grades from several workbook pages at a time.

This is a useful strategy for grading assignments in workbooks when children aren’t supposed to rip the pages out.  It works best when you need the grades for documentation purposes and don’t need them for information on student progress.  Collect the workbooks and record grades all at once for several assignments by flipping to the page numbers that students completed.  You can even have students fold down the page corners to help you find them more easily.  This process is much more efficient than collecting workbooks or journals after every single assignment.  If for some reason you must do it that way, have students stack their workbooks while they’re still open to the right page so you don’t have to flip through them.

When grading multi-page assignments, grade the first page for each student, the second page for each student, and so on, rather than grading the entire test for one student at a time.

This is an invaluable tip that I learned years back, and it has saved me countless hours.  When grading one page at a time, you tend to memorize the answers, making it easier to spot errors.  If there are a lot of problems on each page, write the number the student got wrong at the bottom of the page, such as –0 or –3, and then after you have graded the whole stack, go back through and count up how many each student got wrong by looking at the minus-however-many that you wrote at the bottom of the pages.

Use accurate student papers instead of making answer keys.

After the first quarter of the school year, you’ll have a pretty good idea about which students will have the right answers on their papers.  If you don’t have an answer key for an assignment, check two or three of those students’ papers against each other first, and find one that is basically correct.  Mark corrections for any mistakes on the paper, then use it to check all other students’ work against.  This is much quicker than making an answer key, and if you photocopy the child’s paper, you can save it and use it for the key again the following year.

Make an answer key transparency.

For lengthy assignments or those you plan to use for several years, make photocopies of bubble sheets (like those used on standardized tests—check the back of your teacher’s guides) and have your students fill in the bubbles instead of writing answers on the test or blank paper.  Make an answer key on a blank transparency using a permanent marker.  When you are ready to grade, place the transparency over a student’s paper and count how many bubbles don’t match up between the student’s sheet and the answer transparency.  I grade my students’ Scholastic Reading Inventory tests this way and can get through an entire class set (45 questions each) in less than 10 minutes.

Tips for keeping a grade book and averaging grades

Give letter grades instead of percentages..

Not every school district allows this, and not all teachers like the idea, but this will save you so much time!  Essentially, instead of having to calculate the exact percentage a child earned, such as 84%, you just write “B” in your grade book.  This makes it much easier to glance over your grades and see how a child is doing and also how well the class as a whole scored on a particular assignment.  At the end of the marking period, average the letters out mentally, or if the grade isn’t immediately clear, assign each letter a point and average it that way (A=4, B=3, C=2, D=1).  If your report cards don’t allow for plusses and minuses to be given, this makes even more sense.  Grading isn’t rocket science in elementary school—don’t make your job unnecessarily difficult.

Only use weighted grades if your district mandates that you do so.

Have every assignment count equally, instead of weighting tests to be equal to 50% of students’ overall grades, homework as 25%, and so on.  This will save you massive amounts of time at the end of the quarter.

Simplify the way you calculate homework grades.

At the end of the quarter, I simple go through and count up how many assignments were missing.  If there were 42 homework assignments given in a marking period and a child did not turn in 3, she gets a 39/42 and the computer automatically translates that into a letter grade and percentage out of 100.  If your district requires you to assess homework separately for report cards, then that’s your grade.  If your district expects homework to be included in each subject area’s average, you may be able to use the same homework grade for every subject, rather than differentiate with a reading homework grade, math homework grade, etc.  After all, children are either doing homework or they’re not, and that choice will usually impact their grades in all subjects equally.  Also, if you rarely give social studies, science, or health homework, combining all the homework assignments ensures you will have a homework grade in every subject.

Use a digital  grade book.

I was hesitant to start this method because I thought it would be a pain to have to record grades and then enter them in the computer, but if you back up your files, you don’t have to keep a paper grade book at all!  A computerized grade book allows you to pull up a child’s average at any point (such as when a parent calls), and at the end of the quarter, all you have to do is print out the grades.

Angela Watson

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About bubble sheet grading, we have lengthy reading and math benchmark tests three times a year. We used a laminated bubble sheet (before we started using Scantrons) and then hole punched the correct answers. All you had to do to score the test was place your key on top of a student’s answer sheet then mark a slash in any answers that didn’t match up. It was so fast and easy!!

This is a great tip, Jill! I’ve done something similar with transparencies as the answer key (you make a transparency of the answer key and then lay the transparency over the child’s answer sheet and slash to the left of the problem where the bubbles don’t line up). I like the hole punch idea better because you can mark the correct answer for the student through the hole. Cool!

This article has been so helpful. I am a first year teacher and I have been caught in the paper trap. I refuse to have this continue to happen to me year after year. Everything you described has happened to me. I especially want to return graded papers back to my students in a timely manner. None of my colleagues had a CLEAR suggestion on how to MANAGE GRADES and NOT let the grades MANAGE ME! Thank you again , I will strive for the upcoming school year to be more efficient. Sincerely, Yvette

Hi, Yvette! I, too, found that teachers would tell me not to get stressed out about grading, but never clearly explained how to do that! It’s difficult to find a process that works and even more difficult to explain it. But once I figured it out, I knew I had to write it down so other teachers could benefit!

There are lots more ideas for grading in The Cornerstone book. The ‘paper trap’ chapter would probably be very helpful for you, too, because it explains step by step how to create a place for EVERY paper you come across. 🙂

  • Pingback: Grading Strategies | School Outfitters Blog

I’m returning to teaching after being gone for 16 years. Your tips have helped alleviate some of my anxiety. I intend to use several tips. Thanks so much.

I appreciate your kind words. Welcome back!

Thank you very much Iam a new teacher ,your grading is very helpful . Venessa

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  • February 16 Trading titles: Page by Page and WRITE Club collaborate for a book swap
  • February 15 VSA Bubble Tea and Viet Event
  • February 14 Prepping a paper crane car: Art Car Club folds a thousand paper cranes into existence
  • February 14 African-American Association carries out savory tradition
  • February 14 Cooking up a storm: Culinary Club invites aspiring cooks to interest meeting

The student news site of Bellaire High School

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homework assignment twice a week

Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

The+National+Education+Association+and+the+National+Parent+Teacher+Association+have+suggested+that+a+healthy+number+of+hours+that+students+should+be+spending+can+be+determined+by+the+10-minute+rule.+This+means+that+each+grade+level+should+have+a+maximum+homework+time+incrementing+by+10+minutes+depending+on+their+grade+level+%28for+instance%2C+ninth-graders+would+have+90+minutes+of+homework%2C+10th-graders+should+have+100+minutes%2C+and+so+on%29.

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

Guos portrait of Jose Trejo won a Gold Key in the Scholastic Art and Writing Competition. She completed the drawing in freshman year in Michelle Vassallos Advanced Art II class.

It doesn’t come easel-y

Millward poses with his close friends Livingston (left) and Caplan (right). They are all wearing thrifted clothes.

From rummage to riches

Bellaire students fielded a puppet show team that ultimately advanced to state. Here, senior Hamza Demirovic plays a puppet interested in buying a Mercedes.

‘Inspiring a German community’

He after the Junior Olympics Competition held in Hampton, Virginia.

Junior balances artistic swimming, school

SFR partnered with a restaurant to raise $4,000. Using the money they donated food to Libyan and Syrian refugees.

Students for Refugees teaches empathy, broadens perspectives

Junior Aoife McBride, right, stands with two other WRITE Club members holding the books they brought to the swap. McBride views WRITE Club meetings as a fun way to harness [her] creative energy.

Trading titles: Page by Page and WRITE Club collaborate for a book swap

Freshman Skylar Lew tried the milk bubble tea and stayed for the presentation to try the Thai tea. Lew attended past events with her brother sophomore Preston Lew.

VSA Bubble Tea and Viet Event

Member Zachary Barnett experiments with waterproof paper. He pours water onto a paper crane sprayed with varnish.

Prepping a paper crane car: Art Car Club folds a thousand paper cranes into existence

Junior Taylor Robinson connects with teachers and explains to them breakfast options available. Despite the trouble entering the building, Taylor put her gloves on and got to work.

African-American Association carries out savory tradition

The officers pose together in front of their finished presentation. They plan to teach members how to make dishes as well as the fundamental skills.

Cooking up a storm: Culinary Club invites aspiring cooks to interest meeting

Guos portrait of Jose Trejo won a Gold Key in the Scholastic Art and Writing Competition. She completed the drawing in freshman year in Michelle Vassallos Advanced Art II class.

Hello new beginnings: How different ethnicities ring in the Lunar New Year

Senior Vivian Jenman serves the community by volunteering as a Boy Scout.

College application crunch season: How are seniors feeling?

In 2019, Steffannie Alter graduated from Rice University in Houston, Texas, where she completed her bachelors in English and masters degree in teaching.

Don’t just bring Frankenstein back to life, ask why

 Seniors Alexandra Maglaras and Ashley York share captaincy for the 2023- 2024 season. The two have played together since they were in fourth grade and motivate one another on and off the field

Finding the ‘why’: how student athletes get inspired

Director and junior Emma Kolah telling the actors how she wants them positioned for a scene in the film. They are all trying to snap Emily, the main character, played by junior Rachel Carrillo, out of her trance, and it is a close up of Emily with everyones hands snapping.

Theater student turns writer’s block into self-directed short film for UIL Contest

The student news site of Bellaire High School

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Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

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  • August 2012 Issue

Three Exercises That Double as Homework Assignments Between Sessions

August 2012

homework assignment twice a week

Now that it’s warmer outside, your clients don’t need to rely on a gym membership to get a good workout. Summer makes for longer days and a greater opportunity for them to do quick workouts outdoors, either on the weekends or after they get home from the office. 

Ask your client about the features they have in their neighborhood courtyard, park or even a nearby parking garage. You can help them build a circuit workout that suits their fitness needs by using the equipment that is accessible.

Start with these three basic exercises you can encourage clients to complete in between your personal training sessions, courtesy of ACE Exercise Physiologist Pete McCall.

1. Stair runs —Encourage your clients to run their local high school stadium steps, use the stairs of a parking garage or visit their favorite two-story city landmark. 

2. Step-ups —Use small walls or benches outside the home for this move. Start by placing the right foot on a platform, aligning the knee over the second toe. Then push off with the left leg to raise the body onto the platform, ending with that foot alongside the right foot. Step backward to place the left foot on the ground in its starting position. Repeat on the opposite side.

3. Modified pull-ups —Instruct your clients to find a handrail that is about waist-high, ensuring it will support their weight. Grab the bar with a slightly wider than shoulder-width, overhand grip and slide under the bar. Extend the legs out in front with the weight on the heels. Start with arms fully extended, then exhale and pull the torso up by bending the elbows. The upper chest or neck should almost touch the bottom of the bar. Inhale and lower the torso until the arms are fully extended. To lessen the challenge, bend the knees and draw the feet in closer.

Encourage your clients to gradually incorporate these three exercises into their off-training days for a few weeks. Once they’ve mastered the movements, they can use them to sculpt a challenging circuit.

For lower-intensity workouts, encourage your clients to try the following routine:

  • Run up a flight or two of stairs five times for speed, rotating with walks down
  • Perform nine to 12 step-ups on each leg
  • Complete eight to 12 pull-ups on a railing

Higher-intensity interval trainers can add eight to 12 triangle push-ups, completing the entire circuit three times through without taking rest breaks between exercises, and limiting periods of rest between each circuit to 60 to 90 seconds.       

To learn how you can determine the appropriate intensity levels for your clients, explore the ACE Integrated Fitness Training ® (ACE IFT ® ) model in our workshop, August 18–19 in Seattle, Wash., Kansas City, Mo., Richmond, Va., and Burlington, N.C. This two-day event covers how to deliver assessments, develop rapport with clients and apply appropriate strategies to achieve long-term behavior change. Register today!

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Keli Roberts’ Ballast Ball Workout

Train Your Clients to Get Down and Dirty

Training Recovery: The Most Important Component of Your Clients’ Exercise Programs

How to Overcome the 4 Most Common Challenges Faced By New Personal Trainers

A Calorie Is Just a Calorie…or Is It?

What the Pros Know: How to Keep Your Clients Coming Back for More

Not Just Another Course: How Continuing Education Can Impact Your Business

ACE Exercise Physiologist Pete McCall weighs in on how continuing education impacted his career. While many personal trainers may view courses and workshops as another expense, it’s more reasonable to think of it as an investment in business. Check out one trainer’s story of how it directly impacted his business’ growth. Read More »

You may only see your clients once or twice a week, so encouraging them to keep up their activity outside of sessions can be a challenge. Give them ideas on how to create a circuit workout that suits their fitness needs by simply using equipment they can find in their homes or neighborhoods. Read More »

Where Do I Start With My Obese Clients?

Personal trainers whose everyday lives revolve around health and fitness may find it difficult to relate to clients who struggle with their weight. If you’ve found yourself in that category, check out these five strategies you can use to build rapport and connect with obese clients. Dr. Michael Mantell, ACE Senior Consultant for Behavioral Sciences, explores five steps you can start using now. Read More »

April 2013 Certified news

Looking for an older issue of CertifiedNews? View the Certified News Archive »

ACE's Certified News is produced 12 times per year by the American Council on Exercise. No material may be reprinted without permission.

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    If some of your students find homework assignments too challenging, arrange a tutorial once or twice a week either before or after school so that students can get extra help. 3. Checking it. Once students have completed homework, you have to check it. This can be done a number of ways and depends a lot on the type of activity you assigned.

  4. What's the Right Amount of Homework?

    The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.

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    Our free homework planner printable will keep you organized and on top of your homework assignments. We also offer a digital version if you prefer. Both are free. Contents hide. 1 Homework Planner Template. 1.1 Homework Calendar. 1.2 Daily Homework Planner. 1.3 Weekly Homework Planner. 1.4 Homework Checklist.

  6. Do Teachers Assign Too Much Homework?

    McKenzi September 16, 2014 · 8:40 am. I believe that teachers do assign too much homework and it can be hard for some students to keep up. Some students participate in after school activities such as sports, clubs, and music lessons, may have problems keeping up because of the amount of homework they are given.

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  9. Academics should rethink the way they assign homework (opinion)

    The old rule of thumb for homework is that a college student should spend two hours studying outside of class for each Carnegie credit hour. A student taking a 16-hour course load should devote roughly 32 hours a week to homework, spending a total of 48 hours each week dedicated to academics. Perhaps that would have been reasonable in 1906, the ...

  10. Homeroom: How Much Homework Is Too Much?

    We believe it should perform four basic functions. First, homework should be assigned in order to make the most of class time. In an English class, for example, teachers need to ask students to ...

  11. How strict should you be? A guide to assignment due dates.

    If a course has many low-stakes assessments, like quizzes or homework problems, those assignments are usually due on the same day each week. For example, if class meets on Tuesdays and Thursdays, there might a reading quiz due every Monday, to ensure that students are prepared for the week's in-class discussions, and a homework problem due ...

  12. Understanding and Estimating Instructional Time and Homework

    According to NECHE, alongside instructional time each week, students should spend approximately twice the number of hours they spend "in class" doing work for that class. That is, if a course is worth three credits (about two and a half hours of instructional time), on average students should be doing approximately five hours of preparation ...

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    Keep and actively maintain a weekly day planner. Update your planner frequently. As due dates approach, be aware ahead of time by always knowing what's due a week in advance. Always write down all of your homework assignments as soon as you are made aware of them. Be extremely detailed with the information you include.

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    Use a slide chart grading aid (easy grader). This little device allows you to have any number of problems or questions in an assignment and calculates the grade. The easy grader prevents you from having to choose a basic number of questions for an assignment, such as 20, in order to make each question worth 5 points each.

  15. Students spend three times longer on homework than average, survey

    As 'finals week' rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments. High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by...

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  17. Three Exercises That Double as Homework Assignments Between Sessions

    2. Step-ups —Use small walls or benches outside the home for this move. Start by placing the right foot on a platform, aligning the knee over the second toe. Then push off with the left leg to raise the body onto the platform, ending with that foot alongside the right foot. Step backward to place the left foot on the ground in its starting ...

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    1. Online Learning. In the age of online learning, the terms homework and assignment are used interchangeably. In this context, an assignment is often used to refer to any task that is given to students to complete outside of class time, whether it is online or offline. Homework, on the other hand, is often used to refer specifically to tasks ...

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