✏️ The Homework Debate (and How My Perspective Changed)

Hey friends! 🍎

When I think about how my views on homework have evolved, I can trace it back to college. In my teaching program, one of our major projects was to create a 20–30 page classroom guide describing our personal teaching philosophy. I poured everything into it. It was my dream classroom: unlimited resources, endless time, and every student fully engaged.

Even then, I remember writing that I didn’t really believe in heavy homework. I thought if I ever assigned it, it should be short, maybe 30 minutes at most, and not for a grade. I pictured a simple stamp sheet to track completion, just as encouragement, not as punishment.

That thinking came from my own high school experience. Back then, we used to pass papers around to grade each other’s work and even call out our scores across the room. Times have definitely changed, and I knew I didn’t want that kind of pressure or comparison in my classroom.

Right before I started teaching, I read Rethinking Homework by Cathy Vatterott, and it challenged everything I thought I knew. The book explained that if every teacher assigns a little homework, students can still end up working several hours after school. When you factor in dinner, extracurriculars, and family responsibilities, there isn’t much time left to just be a kid.

Then came reality. My first school had clear expectations; every teacher assigned homework. It was part of the culture. Parents expected it, and students assumed it. So I followed along. But I quickly noticed the pattern: out of 30 students, maybe 8 or 10 turned it in consistently. The rest had valid reasons, such as jobs, younger siblings to care for, no quiet space at home, or simply being too overwhelmed.

It didn’t feel right.

One day, during a professional development session, I watched another teacher model a math lesson, and it changed everything for me.

✏️ Chunking

She broke the lesson into small, manageable chunks. We’d take notes, do a few examples together, and then students would try 3–5 problems right there in class. Then we’d come back together, review, and repeat.

It clicked. This was it. This was the way I wanted my classroom to run.

I stopped assigning homework entirely. Everything we needed to do, we did together. If we didn’t finish the worksheet that day, no big deal. We’d pick it up tomorrow. No one went home confused. No one had to struggle in silence.

And the crazy thing? It worked. 

My motto became: The only way to fail my class is if you don’t try.

Over time, it completely changed our classroom. Students were more engaged, more confident, and less anxious. The ones who had struggled finally had the same opportunity to succeed as everyone else.

As the years went on, new teachers joined our team and started observing my classes. They told me they wanted to try the same approach. Little by little, others in my department began using it too. Even some of the most experienced teachers said they could see the difference it made.

That became one of the proudest parts of my teaching journey. Rethinking homework didn’t just change how my students learned; it shifted how our whole team taught.

I still believe in practice, but I believe even more in presence. Real learning happens when students have the time, space, and support to get it right right there with you.

💬 Let’s Reflect

Do you still assign homework? Or have you tried in-class practice instead? Share your thoughts below. I’d love to hear what’s worked for you and your students.

Stay cool, kangaroos. 🦘

Daniela

🧩 Related Resources

Here are a few of my favorite activities that help keep practice meaningful in class — not at home:

⭐ Graphing Linear Inequalities – Hidden Message | Slope-Intercept & Standard Form
⭐ Function Personality Quiz & Assignment | Graphing Functions and Math Writing
⭐ Solving Literal Equations Spatial Maze | Space-Themed Manipulating Formulas

Thanks for reading! You can find all my math resources on 
👉 Teachers Pay Teachers | Math with Mrs. DOT
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