Primary Advice / Homework headaches
Helene J. Uchida Special to The Daily Yomiuri
Q: I teach primary school students, most of whom always do their homework. Yet some do not. I don't want to punish these students nor contact their parents. Yet, I do want them to do their homework like the other students. Do you have any suggestions?
S.D.
Teacher
Tokyo
A: First of all, you are 100 percent right in wanting to solve the problem between you and the students. The sense of responsibility has to come from them. Since most students have a great respect for fairness and homework is a part of your system, it is not fair that a few students do not comply by the rules while all the other do.
One of the reasons I like sumo is because the concept of the "dohyo" circle is so clear. If one goes out of the circle, he loses the match, no questions asked. I feel the same clarity is necessary for homework in the teacher's domain.
When students enter the classroom at Little America, the first thing required of them is to hand in their homework to the teacher. If they do not hand in their homework, they are asked to leave the room and go downstairs to the lobby to complete it; upon completion of the task, they are welcome to rejoin the class in the teacher's domain. In other words, no homework, no class. Attendance in class is a privilege for those who earn it. Students accept this procedure because they understand it is fair.
If a child forgets his homework more than once, then this is a signal to the teacher that a consultation is in order. I usually speak to the child in private, pointing out the student's good qualities. I let the student know I am disappointed in his or her inability to adhere to the class rules, which require homework completion. It is not fair to the other students if I permit him to attend class without having done his homework.
I then ask the child if there is a problem at home that prevents him from doing his homework or if the homework is too difficult, to which the reply is usually negative. I ask the child if we can solve this problem ourselves or if we need to contact the parents for support. The student always expresses the desire to solve it without contacting the parent, which is most agreeable with me.
In the lobby of our school, we have a "Homework Area" for students. The student is given two choices: to come in five minutes early before class or to stay five minutes late after class to do the homework in this designated area. The student decides which time is better for him. I make it clear that the school secretary will help him if he needs help with the homework. We than shake hands, and the student promises to complete his homework in the future.
Q: How can I teach my first-year middle school daughter how to spell in English? It seems to be very hard for her. She needs my help with her homework. She is interested in English but gives up easily.
K.M.
Parent
Tokyo
A: Your daughter faces the same English spelling challenges that Japanese primary school students face. I think the problem stems from Japanese teachers, parents and students thinking one has to memorize English spellings like one memorizes Japanese kanji, namely by writing, repetition and memorization. Teachers and parents set children up for failure if they expect them to memorize the sequence of English letters for spelling using the same technique.
Native English-speaking children, as a rule, learn spelling based on phonics, a system wherein children learn to read and spell by connecting sounds with letters or groups of letters. Of course, there are exceptions, but children usually initially "sound a word out" for reading and spelling. English spelling is based on the idea that letters represent the sounds in the alphabet, namely the initial sounds of letters, how the vowels and consonants blend to make sounds in the middle or at the end of words.
How can you help as a parent? With the support of phonics workbooks, flash cards and CDs available at any English bookstore, you can teach your child that each letter in the alphabet represents a sound.
I would suggest doing the alphabet's initial letter sounds first. Then you can teach the five short vowels sounds, which have the consonant/vowel/consonant patterns, such as CAT-HAT, BED-LET, HIM-SIT, HOT-POT and SUN-BUT. After those formations have been mastered, you can move to long vowel words.
Roughly 75 percent of phonics rules and patterns are reliable; the other 25 percent consist of exceptions. If you can teach your daughter 75 percent of the reliable phonics rules, then she should be able to navigate herself around not only English spelling but also reading and pronunciation.
* * *
Readers are encouraged to send questions on any themes related to teaching English to younger learners--particularly those at the primary school level--to Helene J. Uchida via e-mail at dy-edu@yomiuri.com or fax (03) 3217-8369. Questions preferably should be written in English and should be accompanied by your name, occupation and the area you live in. This column will return on Oct. 23.
Uchida is the director of Little America, a Fukuoka-based company for training teachers of English.
(Sep. 25, 2007)
Helene J. Uchida Special to The Daily Yomiuri
Q: I teach primary school students, most of whom always do their homework. Yet some do not. I don't want to punish these students nor contact their parents. Yet, I do want them to do their homework like the other students. Do you have any suggestions?
S.D.
Teacher
Tokyo
A: First of all, you are 100 percent right in wanting to solve the problem between you and the students. The sense of responsibility has to come from them. Since most students have a great respect for fairness and homework is a part of your system, it is not fair that a few students do not comply by the rules while all the other do.
One of the reasons I like sumo is because the concept of the "dohyo" circle is so clear. If one goes out of the circle, he loses the match, no questions asked. I feel the same clarity is necessary for homework in the teacher's domain.
When students enter the classroom at Little America, the first thing required of them is to hand in their homework to the teacher. If they do not hand in their homework, they are asked to leave the room and go downstairs to the lobby to complete it; upon completion of the task, they are welcome to rejoin the class in the teacher's domain. In other words, no homework, no class. Attendance in class is a privilege for those who earn it. Students accept this procedure because they understand it is fair.
If a child forgets his homework more than once, then this is a signal to the teacher that a consultation is in order. I usually speak to the child in private, pointing out the student's good qualities. I let the student know I am disappointed in his or her inability to adhere to the class rules, which require homework completion. It is not fair to the other students if I permit him to attend class without having done his homework.
I then ask the child if there is a problem at home that prevents him from doing his homework or if the homework is too difficult, to which the reply is usually negative. I ask the child if we can solve this problem ourselves or if we need to contact the parents for support. The student always expresses the desire to solve it without contacting the parent, which is most agreeable with me.
In the lobby of our school, we have a "Homework Area" for students. The student is given two choices: to come in five minutes early before class or to stay five minutes late after class to do the homework in this designated area. The student decides which time is better for him. I make it clear that the school secretary will help him if he needs help with the homework. We than shake hands, and the student promises to complete his homework in the future.
Q: How can I teach my first-year middle school daughter how to spell in English? It seems to be very hard for her. She needs my help with her homework. She is interested in English but gives up easily.
K.M.
Parent
Tokyo
A: Your daughter faces the same English spelling challenges that Japanese primary school students face. I think the problem stems from Japanese teachers, parents and students thinking one has to memorize English spellings like one memorizes Japanese kanji, namely by writing, repetition and memorization. Teachers and parents set children up for failure if they expect them to memorize the sequence of English letters for spelling using the same technique.
Native English-speaking children, as a rule, learn spelling based on phonics, a system wherein children learn to read and spell by connecting sounds with letters or groups of letters. Of course, there are exceptions, but children usually initially "sound a word out" for reading and spelling. English spelling is based on the idea that letters represent the sounds in the alphabet, namely the initial sounds of letters, how the vowels and consonants blend to make sounds in the middle or at the end of words.
How can you help as a parent? With the support of phonics workbooks, flash cards and CDs available at any English bookstore, you can teach your child that each letter in the alphabet represents a sound.
I would suggest doing the alphabet's initial letter sounds first. Then you can teach the five short vowels sounds, which have the consonant/vowel/consonant patterns, such as CAT-HAT, BED-LET, HIM-SIT, HOT-POT and SUN-BUT. After those formations have been mastered, you can move to long vowel words.
Roughly 75 percent of phonics rules and patterns are reliable; the other 25 percent consist of exceptions. If you can teach your daughter 75 percent of the reliable phonics rules, then she should be able to navigate herself around not only English spelling but also reading and pronunciation.
* * *
Readers are encouraged to send questions on any themes related to teaching English to younger learners--particularly those at the primary school level--to Helene J. Uchida via e-mail at dy-edu@yomiuri.com or fax (03) 3217-8369. Questions preferably should be written in English and should be accompanied by your name, occupation and the area you live in. This column will return on Oct. 23.
Uchida is the director of Little America, a Fukuoka-based company for training teachers of English.
(Sep. 25, 2007)