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[quote=Anonymous][quote=Anonymous]I usually dedicate a set amount of time to homework. I take my kids age and attention capabilities into factor and pick an appropriate amount of time.  After that time is up I write something like this on the ditto... "Dear. Mrs.Teacher, Larle did 30 minutes of homework last night and this is as far as we got.  If you have any questions or concerns please email me.  We would be glad to spend another 30 minutes on this tonight/over the weekend.  Thanks, Mrs. Parent."[/quote]

I do this, too.  I try to discern what the purpose of the assignment is to figure out how much emphasis I should place on helping her and encouraging her to complete it as assigned.  I also write down how much she did on her own vs with help and how much time she spent on it (if these are noteworthy pieces of information).

For example:  My DD cannot for the life of her do word find assignments!  Like, honestly, almost at all.  She's in 2nd grade.  I LOVED word finds in school--they felt like games and not in the least bit like work.  And you know what, they probably do have minimal instructional utility--although maybe helps a bit with spelling? I don't know.  Anyway, I let her go to town on a word find for maybe 15 minutes and then cut the cord.

Another time my DD had a loooong math assignment that required multiple addition and subtraction problems to build a sort of "math pyramid."  She just got tuckered out, especially since one wrong answer impacted the rest of the pyramid's answers.  So she worked on it alone for 15 minutes, I helped her for another 15, and then *click* we moved on.  I noted that she seemed to be able to do most of the problems, some with help, but lost interest, focus and motivation.

If the teacher found this information useful, who knows.  But I think it sets a good precedent that (a) you try and (b) I help and then (c) if you need more help, write it explicitly on your assignment.[/quote]

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