And getting a good education can help you build the kind of future life that you want. So homework is important, but how can you get it done? first, you need a quiet place without clutter and confusion. Writing on top of potato chip crumbs while talking on the phone is not going to help you finish your history lesson. You'll be better able to concentrate, which usually means you'll finish your work more quickly and it's more likely to be correct. You can't just squeeze your science assignment into the commercials during your favorite tv show.

But if you find that you're struggling even after putting in the time, you'll want to ask for help. Aside from just not understanding the lesson or assignment, kids might need homework help for other reasons. Some kids may be dealing with stuff outside of school that can make homework harder, like problems with friends or things going on at home. Kids whose parents are going through a divorce or some other family problem often struggle with getting homework done on time.

Even students who never had a problem with homework before can start having trouble because of problems they face at home. But whatever the reason for your homework struggles, there are many ways to get help. Speak up as soon as you can, so you can get help right away before you fall behind. They might be able to show you how to do a tough math problem or help you think of a subject to write about for english class. But they also can be helpful by finding that perfect spot in the house for you to do your homework and keeping supplies, like pencils, on hand. Parents also can cut down on distractions, like noisy younger brothers and sisters! teachers also are important resources for you because they can give you advice specific to the assignment you're having trouble with. They can help you set up a good system for writing down your assignments and remembering to put all the necessary books and papers in your backpack.

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Helping kids learn is their job, so be sure to ask for advice! many schools, towns, and cities offer after school care for kids. These services are typically staffed by teachers, older students, and other experts in school subjects. These sites can direct you to good sources for research and offer tips and guidance about many academic subjects. This is a form of cheating, so talk with your teacher about how to use these sources properly. If cost is a concern, this can be less expensive if a small group of kids share a tutoring session. If you're one of them, good for you! why not use your talent to help a friend who's struggling? you might offer to study together.

Information is easy to remember when you're teaching it to someone, according to one fifth grader, who says she helps her friend, jenny, with multiplication tables. For example, when you finish writing your book reports, go ride your bikes together. Sometimes even after trying all these strategies, a kid still is having trouble with homework. You might have to study for 2 hours instead of 1, or you might have to practice multiplication tables 10 times instead of 5 to really remember them. It's important to put in as much time as you need to understand the lessons. Ask your mom or dad to help you create a schedule that allows as much time as you need.

And keep talking about the problems you're having mdash tell your parents, teachers, counselors, and others. These obligations are so baked into american values that few parents stop to ask whether they’re worth the effort. In the largest ever study of how parental involvement affects academic achievement, keith robinson, a sociology professor at the university of texas at austin, and angel l. The researchers combed through nearly three decades’ worth of longitudinal surveys of american parents and tracked 63 different measures of parental participation in kids’ academic lives, from helping them with homework, to talking with them about college plans, to volunteering at their schools. In an attempt to show whether the kids of more involved parents improved over time, the researchers indexed these measures to children’s academic performance, including test scores in reading and math. Most measurable forms of parental involvement seem to yield few academic dividends for kids, or even to backfire regardless of a parent’s race, class, or level of education. story continues below do you review your daughter’s homework every night? robinson and harris’s data, published in the broken compass: parental involvement with children’s education.

Once kids enter middle school, parental help with homework can actually bring test scores down, an effect robinson says could be caused by the fact that many parents may have forgotten, or never truly understood, the material their children learn in school. Similarly, students whose parents frequently meet with teachers and principals don’t seem to improve faster than academically comparable peers whose parents are less present at school. Other essentially useless parenting interventions: observing a kid’s class helping a teenager choose high school courses and, especially, disciplinary measures such as punishing kids for getting bad grades or instituting strict rules about when and how homework gets done. This kind of meddling could leave children more anxious than enthusiastic about school, robinson speculates. Ask them ‘do you want to see me volunteering more? going to school social functions? is it helpful if i help you with homework?’ he told me. We think about informing parents and schools what they need to do, but too often we leave the child out of the conversation. One of the reasons parental involvement in schools has become dogma is that the government actively incentivizes it.

Since the late 1960s, the federal government has spent hundreds of millions of dollars on programs that seek to engage parents especially low income parents with their children’s schools. In 2001, no child left behind required schools to establish parent committees and communicate with parents in their native languages. The theory was that more active and invested mothers and fathers could help close the test score gap between middle class and poor students. Yet until the new study, nobody had used the available data to test the assumption that close relationships between parents and schools improve student achievement.

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While robinson and harris largely disproved that assumption, they did find a handful of habits that make a difference, such as reading aloud to young kids fewer than half of whom are read to daily and talking with teenagers about college plans. But these interventions don’t take place at school or in the presence of teachers, where policy makers exert the most influence they take place at home. What’s more, although conventional wisdom holds that poor children do badly in school because their parents don’t care about education, the opposite is true.

Across race, class, and education level, the vast majority of american parents report that they speak with their kids about the importance of good grades and hope that they will attend college. Asian american kids may perform inordinately well on tests, for example, but their parents are not much more involved at school than hispanic parents are not surprising, given that both groups experience language barriers. So why are some parents more effective at helping their children translate these shared values into achievement? robinson and harris posit that greater financial and educational resources allow some parents to embed their children in neighborhoods and social settings in which they meet many college educated adults with interesting careers. Upper middle class kids aren’t just told a good education will help them succeed in life. They are surrounded by family and friends who work as doctors, lawyers, and engineers and who reminisce about their college years around the dinner table. Asian parents are an interesting exception even when they are poor and unable to provide these types of social settings, they seem to be able to communicate the value and appeal of education in a similarly effective manner. As part of his research, robinson conducted informal focus groups with his undergraduate statistics students at the university of texas, asking them about how their parents contributed to their achievements.