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observation, consulting with an older adult about  living history (events that occurred
during the lifetime of the adult) or paper and pencil activities, such as completing a set of
mathematical computations. The simplest form of homework is when the same task is
given to all the children such that they are all able to engage with it at their own level,
and where the end product can be marked easily or shared with others. For younger
children, additional reading is frequently used, with a parent signing in a reading record
book to confirm that it has been completed. Homework has to be monitored and assessed
by the teacher if it is to be fully effective, so the more elaborate it is, the more time and
effort has to be expended in dealing with the outcome. Some teachers use teaching
assistants to monitor completion and check accuracy.
There is general support among primary educationists for homework as a method of
enhancing learning but a few studies suggest that it might have a negative impact because
it places a strain on family relationships that may outweigh the educational benefit.
Research at the University of London s Institute of Education found that helping pupils
with homework can exacerbate or create family tensions
(http://www.literacytrust.org.uk/Update/homework.html). One of the study s conclusions
was that parents may inhibit learning by exercising strict control over the way homework
is done, instead of helping the children to interpret for themselves. The authors conclude
that the most effective help that parents can provide is in offering moral support to
children, but only helping them directly when specifically asked to do so. The study
acknowledges that homework can have modest benefits for academic progress but that
brighter pupils and older pupils are the main beneficiaries. The author of the London
Institute research, Susan Hallam, claims that  homework clubs in school give pupils the
benefits of homework without creating antagonism in the home. In addition, children also
have access to resources and informed adults.
Further reading
Department for Education and Employment (1998b) Homework: Guidelines for primary and
secondary schools, Sudbury: DfEE Publications.
Hallam, S. (2004) Homework: The evidence, Bedford Way Papers 21, London: Institute of
Education.
Kidwell, V. (2004) Homework, London: Continuum.
A-Z 81
HUMOUR
The word humour derives from the Latin term humourem and has many potential benefits
in promoting classroom harmony and enhancing adult-pupil relationships. Humour can
lift spirits, increase enthusiasm for learning, act as an antidote for stress by stimulating
the immune system and empower pupils and adults in school by giving them a different
perspective on familiar situations. Other claims for the value of humour include helping
to create a positive classroom environment, reducing pupils anxiety, holding their
attention and encouraging their involvement in lessons. With regard to learning
outcomes, there is some evidence that humour can promote comprehension and retention
and foster cognitive development. It may also help in managing undesirable behaviour
and building self-confidence. Despite the potential benefits, some teachers are reluctant
to use humour for fear of creating a climate of indiscipline or appearing unprofessional
and not taking their work seriously enough. By contrast, other practitioners believe that
laughter serves to bring about a closer working relationship between pupils and adults in
the classroom.
Although humour is important in teaching, teachers have to be careful in its use, as too
much of it can prove unhelpful if children find it difficult to distinguish between the
serious and the trivial. Adults have to be careful to ensure that pupils know when humour
is being employed or the children may respond by being silly or acting inappropriately.
The most effective form of teacher humour is when it is integrated within the fabric of the
lesson rather than presented as a series of jokes. Teachers also have to be wary of humour
that may be construed as coarse or misinterpreted by children. In a settled classroom
environment, pupils are often encouraged to develop a sense of humour by enjoying the
time they spend with adults and other children, sharing amusing incidents, telling jokes
and having opportunities to express their joy. Respectful humour between adult and
children signals an appropriate and comfortable relationship and is wholly different in
kind from cynical forms of humour used as a subtle form of coercion or ridicule. Unkind
jesting between pupils (especially older ones) that seems to be targeted at a particular
pupil is construed as bullying and treated as such.
Further reading
Atherton, J.S. (2003) Learning and Teaching: Humour. On-line. Available:
http://www.dmu.ac.uk/~jamesa/teaching/humour.htm (accessed February 2005).
Kaufman, D.M. (2002) Using Humour in Teaching, Learning and Instructional Development
Centre, Simon Fraser University, Burnaby, BC. On-line. Available: [ Pobierz całość w formacie PDF ]

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