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[quote=Anonymous][quote=Anonymous]OP here.  First of all, I haven't been posting, so ya'll have been busy casting aspersions at others, FWIW.  (Not that I expected anything different on good old DCUMs, lol.
Second, in terms of what and how much homework there is, in addition to the daily worksheets (which, as I've said, are done in aftercare) and reading (which I fully support and always find time to do), there is: making and using spelling word flash cards; making and using math flash cards; doing music homework on-line; doing math homework on-line; doing almost-daily writing assignments; finding and reading specific books at home; and doing monthly family projects, such as making diaramas, creating a piece of art regarding math or a holiday, making a book, etc.
I really would like to have a more constructive dialog about how to handle this overload.  Between working full-time, doing the cooking, cleaning, laundry and other house stuff, and trying to do some fun family activities on weekends, I really don't have time to do all this, and my kids are too young to take it on themselves.  Plus, one of them has started to really dislike school because it is just too much.  [/quote]

I have one DC, which is key; if I had to multiply the following by 2 or 3, that would be a different story. As it is, I find homework assigned to be an important to DC's classroom learning.

My second grade dc has worksheets and reading, as OP describes.  He usually finishes in aftercare, tho I need to check them.  I read the Alfe Kohn article with interest and support his approach to education; my dc may be unusual, but I find he does need practice with writing, spelling, and math. In fact, it is like tennis. It takes him several rounds  to master calculating perimeter, for example -- make a mark where you're starting to count; count carefully as you go round; make sure you stop at the mark.  Always check your work.  If my child were brighter, perhaps he would not need this sort of direct instruction and I would be complaining about busywork.  As it is, he is plenty creative, and is learning to take a more systematic approach when required.  Worksheets/homework also help me track how he's doing -- tho I understand this is an extrinsic benefit.  When my child was in K, I would never have believed I would be writing in support of worksheets; but that's the child I've got.  It may be that he would have become more diligent and attentive to detail with maturity in any case.

What DC doesn't have at his school are a lot of diarama or other craft projects as homework; he and his classmates recently completed projects like these in class as group projects.   I'll bet some teachers gve such projects as homework to "balance" the worksheets, to forestall complaints that homework is not sufficiently creative.  What I appreciate about his current teacher is that she sometimes assigns "parent homework" -- for example, we (not the children) are to write a short essay about a holiday memory, or a beloved family member, to be shared with the class.  Could take five minutes, but I always spend more time because I love looking back, and sharing details the children will enjoy.   Again, I only have one child.

Teacher also seems to be adjusting type/timing of homework and tests according to parent input; this is not a public school, so perhaps a bit more flexibility?  Anyway, a diplomatic approach to teacher may be warranted. [/quote]

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