RETHINKING THE PURPOSE OF HOMEWORK

In education in India, homework has long been viewed as a staple, a marker of a student's engagement with academic material. Yet, the question arises: is homework serving its intended purpose, or has it become a mere ritual devoid of creative essence?

In many schools, homework is handed out routinely, often forgetting its true purpose – a tool for revisiting learned content, challenging students with new levels of difficulty, and fostering independent learning. Unfortunately, the noble intentions behind homework often get lost in the demanding schedules of public schools or the myriad professional obligations of teachers in private international institutions.

A critical shift in perspective is needed. Teachers, equipped with the knowledge of educational psychology and various intelligences, should approach homework as an opportunity to enhance a student's self-learning ability. The prevailing trend of assigning project work or assessments, while well-intentioned, often needs to achieve meaningful learning objectives.

Consider the traditional scenario where a mathematics teacher assigns routine exercises from a textbook or a social studies teacher prescribes chapter readings and accompanying questions. The repetitive nature of such assignments raises concerns about their effectiveness in engaging students. A survey of students' attitudes towards homework would likely reveal a lack of genuine interest.

The disconnect between the intent and execution of homework is palpable. Teachers, despite their training in educational psychology and integrated teaching methods, often succumb to conventional approaches. A crucial aspect missing in this equation is the teacher's role as a researcher – delving into what students truly need and why.

Taking a cue from the contemporary education framework known as Continuous and Comprehensive Evaluation (CCE), which emphasizes project work, it is essential to ensure that the learning objectives remain central. Unfortunately, students sometimes prioritize the aesthetics of their projects over the substance, missing the crucial opportunity for self-driven learning.

In an attempt to infuse creativity into the learning process, a teacher's role becomes pivotal. For instance, a mathematics teacher can replace monotonous exercises with more creative assignments, tailoring them to different learning levels within the class. Similarly, a history teacher, leveraging the digital age, can transform mundane homework into an engaging exploration of topics through multimedia resources.

Recognizing that today's students are immersed in technology, a paradigm shift towards integrating internet resources and technology into education is imperative. Instead of resisting this shift, teachers should embrace it, making learning more interactive, dynamic, and reflective of the students' digital reality.

A case in point is a creative approach employed by a teacher teaching the concept of perimeter and area of a circle. The teacher designed assignments tailored to different proficiency levels, encouraging practical application for weaker students and abstract problem-solving for brighter ones. Such personalized approaches not only make homework more engaging but also cater to diverse learning styles.

Furthermore, projects like writing a book review can be transformed by offering students choices and providing them with examples of exemplary work. This not only fosters creativity but also ensures that students comprehend the expected standards of their assignments.

In essence, it is high time for a paradigm shift in education. Teachers must evolve into facilitators of meaningful, creative learning experiences. The traditional model of education may have served its purpose in the past, but the demands of the present generation call for an educational revolution that aligns with the digital age. It is time to stand up for what we believe in – a child-centred, creative, and technology-infused approach to teaching and learning.

Author: Amit Kharat