In recent discussions surrounding education policies, there has been growing debate about whether teachers should be prohibited from assigning homework during weekends. This includes the proposal of Tutok to Win Rep. Versoza titled House Bill No. 8243 otherwise known as ‘No Homework Law.’ Accordingly, this proposed bill mandates teachers to refrain from giving homework to elementary and secondary students during weekends in a bid to promote time to “rest and recharge.”
To offer my take on the issue, while we acknowledge and recognize hounding issues concerning the excessive academic workloads of students, it is prudent that we must focus instead on strengthening homework guidelines rather than implementing a blanket prohibition through the enactment of domestic law. We sincerely believe that by promoting balance, responsibility, and effective time management, we can create a more conducive learning environment for students.
Homework plays a crucial role in reinforcing classroom learning, promoting independent thinking, and developing essential skills such as time management and self-discipline. It serves as an opportunity for students to apply what they have learned, deepen their understanding of the subject matter, and cultivate critical thinking abilities. Banning homework during weekends may inadvertently hinder the learning process and limit the educational benefits that come with it.
With that, a blanket prohibition is a counterintuitive move to address the learning poverty in the country exacerbated by no less than the COVID-19 pandemic. Hence, instead of an outright ban, let us just establish clear and comprehensive homework guidelines that will strike a balance between academic activity and students’ well-being. Such guidelines have to emphasize quality over quantity, and they shall ensure that assignments are authentic, purposeful, relevant, and aligned with the curriculum objectives.
Likewise, our teachers must be encouraged to provide timely feedback on homework and incorporate it as an integral part of the learning process, fostering an ongoing dialogue between students and educators.
Moreover, these guidelines should promote a holistic approach to education, recognizing the importance of students’ overall well-being. Encouraging physical activity, leisure time, and family engagement should be integral parts of these guidelines, allowing students to recharge, develop interpersonal skills, and maintain a healthy work-life balance.
This call challenges us now to foster open communication and dialogue among educators, policymakers, parents, and students in the development and implementation of homework policies. This is to ensure that such guidelines are tailored to the specific needs and interests of all stakeholders concerned. This collaborative effort allows for a more comprehensive approach, considering the diverse learning styles, capabilities, and extracurricular commitments of students.
While it is understandable that concerns arise regarding excessive homework load and its potential impact on students’ well-being, a complete prohibition may not be the most effective solution. By strengthening homework guidelines, we can strike a balance between academic responsibilities and personal development, cultivating responsible and well-rounded individuals. It is through careful consideration, open dialogue, and collaboration that we can create an educational system that empowers students to thrive academically, emotionally, and socially.