If we judge by our own pasts, we would probably say high marks in school, obedience, then a good university, a profession that makes lots of money, a good spouse...

But look at the world these kinds of ideals has created! What is it our world needs, to heal the wounds of pollution, global warming, technological destruction, wars, famine, imbalance, violence, selfishness, racism, fear...

Yes, we need some intelligent answers, but they won’t come from those whose single-minded goal in life is to be at the top - to make money and be the most comfortable. The answers must come from caring, courageous leaders who aren’t afraid to stand out from the crowd, who know they have the power to do good, who are confident, independent thinkers, and who are grateful for the good there is in the world.

How does this relate to homework? Assigning homework is much easier than putting a system in place that requires our students to make their own goals and design their own homework - just as it is easier to put on their coats for them and tie their shoes for them. But these acts only meet OUR goals, not our children’s.For homework, we may not assign a row of math questions or an essay about their summer holidays, although students may certainly choose those options. But we do give the students the curriculum on their own goals charts, so they can see where they are going. We do give them the frequently discussed incentives to challenge themselves and feel the satisfaction of achievement. We do provide opportunities for practical life skills that use math and reading, physics and biology. We do help them to value their individual contributions to their families and communities, so that they see the need to write letters or articles. We do have ethical discussions that help them see the need to care for each other so that they can be helpful influences to others outside the school.

For homework, we may not assign translations of text into French or memorization of history facts for homework. But we do allow the freedom of choice for a student to bake cookies, where he reads a recipe, uses fractions, measures volume, weight and temperature, learns chemistry and estimation; where she learns about nutritious ingredients, independence, ethical clean-up of her environment, service to others - and probably (hopefully) makes mistakes to increase learning. Or creates a work of art where he uses original thinking, recycled materials, fine motor coordination, perhaps imitation of master artists, adhesion and balance skills, growth in independence and confidence.

What is the demand on parents, regarding homework? To support the need for children to make their own goals, rather than trying to come up with homework for them. To provide the opportunities for baking, craft-making, science experimenting, physical exercising - whatever your child is interested in. To get involved by encouraging, suggesting, guiding, but not to rob them of learning opportunities by doing it for them. And to TURN OFF THE TV AND VIDEO GAMES. Allow your child the opportunity to overcome the "I’m bored" syndrome. It is not your responsibility to entertain your child, although of course it’s important you spend some time with him. (S)he has the resources to be fully occupied. (S)he needs to be free from the interferences of parent-directed activity, television or electronic games, so that original, creative thinking has a chance to develop - and as much outside as inside.

Instead of asking "What homework should my child do to be smarter?" how about asking, "How is my child’s self-esteem developing? What are her leadership skills? Is she appreciative? How is he relating to the other children? How aware is she of the challenges in the world? How confident is he? How independent is he? What will be her attitude towards learning when she leaves school?

Roots & Wings staff never stop improving the academics offered our students, and the children get a great deal of one-on-one instruction, so that, as long as social or emotional issues are not interfering, they are each progressing at an optimum rate. Our past students have been very successful in high school. Almost all have been on honor rolls. But more important, they are working with excellent organization skills, self-discipline, confidence, courage and, perhaps most important, caring.

If you want nose-to-the-grindstone academics, there are certainly traditional or elite schools available. They produce those who are currently running our world. Don’t we need a change?

Suggested Reading:Kralovec, Etta and John Buell, The End of Homework, How Homework Disrupts Families, Overburdens Children, and Limits Learning, Beacon Press, Boston, 2000 OR The Homework Myth: Why Our Kids Get Too Much Of A Bad Thing by Alfie Kohn