Evidence-Based Strategies and Materials Related to Classroom Management

Evidence-Based Homework Policy

Homework enables a student to better learn what is being taught in the classroom. It gives more experience of the subject principals. At the same time, homework and homework policies teach students social interaction skills, self-motivation, and active engagement skills and promote best practices in these areas. Homework policies work better based on grade levels of the student.

Ms. Zalogwe's homework policy does promote social interaction. Human use tools from their culture, such as reading, writing, etc., to develop social functions (Vygotsky, 2014). A teacher's collaboration with students to develop meaningful construction leads to higher thinking skills. This in turn, builds social interactions with others. Students learn communication skills that builds interactions with others.

Self-efficacy enhances motivation for more learning and skill building (Schunk, 1985). As homework brings more practice with classroom activities, students gain more confidence in what they are learning. This would also apply to taking responsibility on their own to ensure they meet the requirements of the class. At the same time, the incentive for appealing for mistakes in grading would also bring motivation for advocating for what is right for themselves.

High structured classrooms promote more appropriate behavior of greater task involvement, friendlier peer interactions, more helpful behaviors, more attentive behavior, and less aggression (Simonsen, 2008). The homework policy promotes active engagement in respects to engaging in more practice with classroom activities, taking responsibility for oneself, and homework acts as guided notes when taking tests. This is especially useful for later elementary grade level students as they prepare to go to middle school level where higher there is higher requirements for taking responsibility in actions and learning efforts.

With elementary students only being able to comprehend certain amounts of information, this policy would need to be adjusted, depending on the grade level. Early elementary grade students would not be able to remember the picking up of assignments or understand the appeal process on grades. With a lower comprehension, the earlier grade levels would not be able to read the instructions from the board. Therefore, these parts of the policy would need to be eliminated for the earlier grade levels.