adolescent homework planner pdf

adolescent homework planner pdf

The Importance of an Adolescent Homework Planner

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1. Introduction

Focusing carefully on assignments is more difficult during preadolescence than during childhood. Compared to children who are performing homework assignments, preadolescents generate lower accuracy reading comprehension scores; and make fewer referential word substitutions, spelling corrections, modifications during writing and revision processes, and make more errors in computation and writing processes. Lower domain and self-regulation scores in the grades prior to a homework assignment are involved. Despite this understanding, no concrete recommendations are given for reducing assignment concentration difficulties. However, students report that it is hard because they are either unclear on what to do, what is expected, what to put in parentheses to indicate a response to the teacher’s inquiry, or in what order to complete essential details.

The making, recording, and using of school-related and general life information in the form of specific educational objectives, courses of study, assignment processes, and essential written assignments are more important as an adolescent enters grades 7-12. Being able to concentrate when listening to a teacher, staying alert when writing, drawing figures or thinking, or planning overnight activities are all affected when students perceive an assignment as stressful. Assignments are often considered hard despite having verbal directions, instructions, visual illustrations, verbal reminders, supervised practice, and nearly completed examples to refer to during the assignment process. Descriptions of when these difficulties are likely to occur, reasons for concerns, and four strategies to minimize assignment difficulties are reported in the paper.

2. Benefits of Using a Homework Planner

I’ve worked with students long enough to have noticed a certain trend in some adolescents in relation to how they organize their environment. One year, their locker and book bag are pristine, only to become lunch-strewn, junk mail-carrying burdens the next year. To me, lending an organizational hand in a student’s freshman year of high school is simply returning the favor they did me two years earlier. After all, freshmen come into the high school from over 60 feeder schools. How can they be expected to adjust to our system(s)? Students have frequently argued, however, that “everyone needs some stakes,” and that that responsibility was “necessary for [them] to survive the high school years.” But 14-18 year olds typically don’t have much interest in the big picture of education; they’re working within the here and now of who’s cute, who’s popular, and who’s not.

Ask any adolescent what gets in the way of their homework and their immediate response is often “homework papers.” But there’s more to the problem than missing papers. For teens, the organizational challenges of writing down assignments dates back to how school is set up and how adolescents are developing. The following is a brief explanation of some of those organizational challenges and a description of how a homework planner can overcome them.

3. Tips for Effective Homework Planning

In some schools, school diary information is posted only on the department websites. However, it has been found that the most effective school diary system is the written version, in which students can manually write/type in all their homework jobs.

Some versions of school diaries have a spiral binding, designed to allow the pages to be easily removed. These types are suitable for some students who have difficulty writing in a bound book. In some cases, it is possible to produce low-cost school diary models with non-bound pages. In addition, there could also be an electronic version.

Student planner or school diary refers to a book of bound pages, usually with a one-week spread, in which students record their homework. It is reported that the best student planner systems for the average secondary school student contain information about the hours of the day, the days of the week, and weekends.

In addition, consideration should be given to using this strategy to create the necessary number of sustainable student planner systems in schools. Schools should purchase diaries to be given to only students who would otherwise not have access to the resource.

In developing a successful homework planner system, there are three main factors to consider. Firstly, the planner should be designed in such a way that it can enable each student to record all their assignments and distribute the work evenly throughout the week. Secondly, parents and teachers must ensure that students maintain the diaries regularly and consistently over the school year. Finally, the adoption of activity in the form of consultations and timely intervention on planner entries should occur at reasonable intervals throughout the school year.

The school diaries and notebooks of students are of significant importance to students’ academic success. The successful use of systems such as these worldwide has led to a significant increase in the adoption of school diaries by teachers and students in recent times.

A high-quality, effective student planner can be a valuable tool in helping students develop a variety of skills. However, for this strategy to be maximally successful, teachers, parents, schools, and students must all understand the importance of such a system, develop and maintain it effectively, as well as actively use it in the education of students.

4. Overcoming Challenges in Homework Planning

In this article, we consider the use of a homework planner as its own intervention. In doing so, we establish that teaching students to plan for scholastic outcomes is indeed a useful exercise for the facilitation of a variety of positive academic behaviors. We maintain that, for many students, adolescence could be the first time they are asked to regularly develop a plan of execution for the completion of school tasks. In fact, the lack of formal expectations for planning may be resultant in some of the same issues we find with students using a homework planner. Given the regular implementation of a homework planner within educational settings, we argue that in addition to its other applications (e.g. data collection), the homework planner is an important development tool for all students. As such, we need to be mindful of how we are teaching planners, how the use of planners can assist in various learning processes, and how to most effectively overcome challenges in homework planning.

To effectively use an adolescent homework planner, students often face challenges that, left unresolved, can hinder their productive use of the tool. Addressing these challenges can facilitate one of the major goals of using a homework planner: increasing independent planning, time management, and self-regulation. In addition to the proactive teaching of the use of the homework planner, students need explicit instruction on how to address and overcome planning-related problems as they arise. The latter provides explicit instruction in problem-solving skills that will support students in overcoming day-to-day academic problems they encounter, thereby increasing confidence and contributing to an increased reliance on self-regulation.

5. Conclusion

As noted in the discussion on many occasions, use of a homework planner can make a difference in numerous academic areas. This article has opened the door to discuss these changes and to inspire future measurement of positive academic effects that may result from homework planner employment. Though many studies agree that use of a school diary or other form of homework planner can enhance academic stamina, no previous studies have sought to quantify if enhanced academic stamina occurs as a direct result of school diary employment. Future studies are encouraged for a quantitative approach to why students who use homework planners might experience enhanced levels of subject and grade level stability, subject mastery through the ecologically valid assessments of quizzes and end of unit exams. Future inquiries with more precise measurement tools should investigate the reasons behind enhanced academic stamina that takes into consideration the student’s academic history, yearly academic program, and academic environment.

This article has been an in-depth look at homework-related intervention. We have discussed planning skills, long-term consequences of study skills deficiencies, the relationship between homework planner use and positive educational outcomes in other areas, assessment and components of an individualized homework plan, strategies for developing an individualized homework plan and trouble-shooting tips. With these five areas of homework planner knowledge, parents have the power to create a tailor-made homework support system that is developmentally appropriate for their teenager by emphasizing the core components of “Plan, Suppose, Monitor, Reflect, Do.”

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