Getting Parents Involved in Homework

Active parent involvement has been associated with numerous benefits for students, including increasing student motivation and engagement in school. When it comes to homework, though, parent involvement can take many different shapes, not all of which have a positive impact on learning. When working to increase student engagement and motivation, it is important to include parents and discuss ways they can support their children's learning both at school and at home (Patton, 1994; Paulu, 1998).

First, it is important that parents understand what role teachers expect them to play, especially in terms of homework (Gaillard, 1994; Paulu, 1998). What one parent views as helping out, a teacher might perceive as interference or cheating. And what a teacher might take for granted that parents can do-such as signing off on homework or checking spelling words-a parent may not have the skills or the time to follow through on. Clearly, it is important to communicate with parents about how to best help children learn. It is also necessary for educators to be sure their expectations are realistic, given parents' skills and schedules (Paulu, 1998).

It is equally important to be clear with parents about what kinds of involvement are actually beneficial to students. Studies have shown that parents who offer rewards for grades, or who punish students for poor performance, may actually decrease students' motivation to do well (Dev, 1997; Patton, 1994). Fear of punishment, anxiety about meeting parents' expectations, and worrying about being compared to siblings not only cause stress for students, but can also detract from their intrinsic motivation and interest in learning (Dev, 1997). This is not to say that parents shouldn't be invested in how their children are doing in school. Rather, it suggests that there are more productive ways for them to be involved and show their interest in students' progress.

To help children be successful with work at home and at school, parents can:

• Create a place at home that is conducive to studying (Patton, 1994; Paulu, 1998). Good study environments are well-lit and quiet. Although every child's learning style is different, most educators agree that students do best when the television is off and the student is free from distractions (Gaillard, 1994; Paulu, 1998).
• Set aside a specific time for homework each day (Paulu, 1998). This might involve limiting television-watching or phone calls until homework is finished (Gaillard, 1994). Parents should be careful, though, not to pit homework against activities students enjoy, or to create situations in which students rush through their work in order to get back to other activities (Black, 1996). Paulu (1998) notes that family routines -- which include set homework times -- have been linked to higher student achievement.
• Make sure students have all the supplies they need (Paulu, 1998). Parents should check in with students ahead of time about the kinds of projects they will be doing: It might be tough to find a calculator or a report cover at 9:00 the night before an assignment is due.
• Be available if students have questions. Parents can support their children by looking over homework and giving suggestions, but should not do the homework for them (Paulu, 1998).
• Make an effort to communicate regularly with teachers (Corno, 1996). If necessary, parents should ask teachers to clarify their expectations. It is also a good idea to find out ahead of time what kinds of resources -- such as tutors or services for second language students -- are available to students if they need help.
• Avoid linking rewards or punishment to school performance (Dev, 1997). While it is important for parents to recognize students' achievements, they should avoid external motivators for performance. Instead, parents should emphasize the value of learning and show they appreciate their child's hard work (Patton, 1994).

For a more in-depth discussion of parent involvement as a general topic, see the March 1999 issue of By Request, Parent Partners: Using Parents to Enhance Education <http://www.nwrel.org/request/march99/index.html>.