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What can teachers do to prevent students from having too much homework? What type of planning is required? Are there implications for staff planning time? Dempsey suggests that, "you should assign homework in most subjects, especially at the secondary level." (as cited in Slavin, p.201, 2012). As a secondary teacher I assign homework for almost every class period. Because this is the case for most secondary teachers at our school it is essential that we discuss the amount of homework that we are assigning. Our staff prevents assigning too much homework by discussing how much we are assigning (in minutes) at teacher meetings and agreeing to not assign more than an amount that we agree on at the staff meeting. In order for me to stay withing the time limit, I must make sure that the homework I am assigning is essential and that I am going to be able to check it. The research of Cooper, Robinson, Patall and Trautwein, "finds that it (homework) generally does increase achievement, particularly if teachers check it and give comments to students (as cited in Slavin, p. 201, 2012). This means that any homework I assign is homework I am going to have to grade. The key implication that I must recognize is that increased homework also means increased grading for me and therefore less planning time. Also, if I assign too much homework, I am cutting into the homework time for other classes and forcing the student to either cut short studies or not get enough sleep. As a Christian educator I must always have the best interest of my students in mind. If I am assigning so much homework that my students are feeling unable to honor Sabbath rest and are not taking good care of their bodies through sleep then I am not being faithful to the... ... middle of paper ... ...eld trip on a weekend where students are totally focused on and immersed in the subject matter. Such a field trip would enable students to synthesize and apply what they are learning in a real life setting that allows them to dream and explore without as many distractions. In contrast the typical classroom setting that is limited to 90 minutes and is restricted in the opportunities for new discoveries. In order for the 4 phases of learning to be effectively experienced it must happen as a journey through a unit and not as an isolated lesson. Works Cited Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th ed.) New York, NY: Pearson. ISBN: 9780137034352. Van Brummelen, Harro (2009). Walking with God in the classroom: Christian approaches to learning and teaching. (3rd ed.) Colorado Springs, CO: Purposeful Design (ACSI). ISBN: 9781583310984.

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