- Published: November 14, 2022
- Updated: November 14, 2022
- Level: Undergraduate
- Language: English
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Should Not Do HW after School Day Should Not Do HW after School Day Esteemed guests and fellow it has come to my attention that a lot of time is spent in doing homework and assignments after the school day is over. These activities should not be allocated this time slot. One should do them before the school day ends, meaning that the school management and teachers should create a time slot before the day ends in which the students can do and complete their homework (Cooper, 1989).
There are several reasons behind discouraging homework after the school day ends (Gutman, 2006). Firstly, the students are usually tired after a long day at school. Adding more studies in the evening only makes it worse for them. Their minds cannot focus accurately in academics at this time of the day, and all they require is some time to rest. This resting period is vital since it allows the brain to process whatever they learned during the day, and to internalize it.
Secondly, sporting activities are neglected over the excuse of having too much homework to do after school. The lack of sports and gaming activities creates lazy and unhealthy students, since they have no time to keep fit. The hours after the school day should be used by the sports teams to practice and perfect their gaming techniques. These sporting activities are essential for brain growth and development. They relieve students of any stress they got in class. This time, when used in sports, will allow for the planning of tournaments with the neighboring schools and other community teams. These tournaments create new social networks that are very useful in life. They also enhance the sharing of ideas and knowledge among students of different schools (McManus, 2005).
Another reason why students should not do homework after the school day is taking part in community work (Royse, 1999). There are many voluntary activities that students can take part in, including the cleaning of the environment, visiting the sick and attending to the homeless people. They can also plant trees and hold community education forums, whereby they can educate the public on matters affecting the modern world. Such factors include soil erosion, environmental pollution, communicable diseases, and wildlife conservation. These forums are important in enlightening the community. The charity events that involve taking care of the less fortunate also help build responsible, understanding and caring students (Hothersall, 2010).
It is also clear that some students have after-school jobs to cater for their school fees (Lincoln, 1999). As such, they should be allowed enough time to get to work without having the luggage of homework that is to be completed on that same day. These students cannot manage to leave school and go to work, knowing that they will have to submit homework that is yet to be done. With good planning, the school can allocate time for them, either in the mornings or evenings, to complete their homework.
Reading these reasons carefully, and analyzing them with much scrutiny, enables one to see the need to discontinue giving homework that is to be done after the school day. Stopping students from doing homework after the school day does not mean that they will fail. They themselves should also plan their time appropriately so that they can get enough time to study for examinations. They should also complete their school work in due time. Currently, most of the students are willing to do their homework within the school day, and not after. They have given the assurance that they will do it neatly and excellently.
McManus, Dean A., (2005). Leaving the Lectern: Cooperative Learning and the Critical First Days of Students Working in Groups: Anker Publishers
Lincoln, Sherry, L. (1999). Teaching Working Class. University of Massachusetts Press.
Cooper, Harris M. (1989). Homework. Longman Publishers
Gutman, D. (2006). The Homework Machine. Simon and Scruster Books for Young Readers
Royse, David D. and Surjit, S. (1999). Field Instruction: A Guide for Social Work Students. Longman Publishers
Hothersall, Steve, J., Janine, B. (2010). Social Policy for Social Work, Social Care and the Caring Professions. Scottish Perspective. Ashgate Publishers.
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