to only want people on this thread who agree that school setting research topics for a 6 year old

[activate]

is lazy teaching

as a teacher you do not set homework for children that they cannot acheive without parents doing it for them - you set homework for them that they can acheive with parental support

it is two different things

and this time I am going to say something

nuclear fusion LOL

it's ok - I shall be having words on Monday

scathing words

designed to punture and wound and make my feelings clear

LOL

oy, teach - NOooooooooooooooooooooooooo

Perhaps you could write to the teacher

Dear x

As johnny cannot read nor has no prior knowledge of y I am interested to know by what method you expect him to do the research?

Kind regards

Mr Activate followed by lots of initials

Both DSs have had a lot of research type homework. All has been well with their capabilities with a shove in the right direction (Research a River Animal: NO! Do NOT google Beaver! Otter, go with OTTER" Research a british bird: "Robin. They're nice. blue tits are rather dull...")

LOL

you are right blue tits are dull

if my six your old got set this as homework I would tell the teacher NO. Because he can't read, he's only 6, and I have my own bloody homework to do (thesis) I'm not doing anyone elses!

I am all in favour of homework in upper primary school (Yrs 5 and 6) where the children can do a meaningful part of the work themselves.

But neither of my dcs had a reading age good enough at 6 to do this kind of looking up facts; "researching" at that age inevitably meant "get your mum to research". And the ones who turned in the best work were clearly the children whose parents were the best writers. So how do you give feedback as a teacher. I remember some of the projects stuck up and praised as outstanding at the door of dd's primary and knowing those children, I'd be surprised if they could even have read and understand the words of the work they had supposedly written.

DS1 has had to do research twice so far this year. He is just 7. So does that count?

We have actually enjoyed finding out things about the given topics. Although I hasten to add he didn't have to write anything down.

The first topic was Martin Luther King. We went onto youtube together and found a couple of his old speeches, that we listened too. We watched news footage of his assasination. Then we had a discussion how he was instrumental in leading the way for Barrack Obama to become president. Some of it must have gone in, as he got a special certificate on his 'astounding' knowledge of the subject

Over the Christmas holidays it was suggested that if we wanted to we could do some research ahead of the new topic. Transport; so we went on youtube again and watched some videos of the world's fastest cars, trains etc.

Took 20 mins or so each time and was enjoyable for me and him.

Yes, I think YABU to attempt to restrict the posters on a particular thread.

Personally, I don't think that setting project homework for any school-aged child is unreasonable.

I dislike compulsory homework and am a primary school teacher myself. However, the parents of the children I teach are very keen that their children have homework. I feel quite strongly that if the children complete homework, I should mark it in some way. My compromise is to provide optional, project-based homework which will last for at least a half-term e.g. find out about Victorian clothing (the Victorians being the history topic that half-term).

Some children will produce a beautifully detailed project with foldy-out flaps and the like, others will copy something out of a book, some will make Victorian costumes with scraps of fabric and others will do nothing. All of which are perfectly acceptable.

I would much prefer that a child spends their time doing something purposeful, than some rubbishy worksheet that is sent home to 'tick' the homework box.

If your 6-year-old is unable to complete the homework once you've read the instructions, then leave it.

My own 6-year-old has research homework to complete and loves it but she's an independent reader and whiles away her time making things related to school anyway.

I don't help with homework and my dd2 would be horrified if I did, she actually wants to achieve her own marks.

I will though give a lift to the library, museum, or other establishment where she can obtain ideas or research etc.

teacher should know better than to set tasks part of the class won't be able to do at least semi-independently.

Research homework at this age is set to make the children enthusiastic about the topic. If they have the opportunity to share facts with their enthusiastic parents, then they come into school on Monday buzing with excitement.

It is NOT lazy teaching - it's just giving the child an opportunity for some 1 on 1 time (10 minutes is fine) to find out something new.

They then get the opportunity to share that NEW knowledge (thus reinforcing it) with their friends at school.

When we send 'research' homework (which is always relevant to our topic), we ask for a maximum of 3 handwritten facts. The children whose parents feel like the OP (usually one or two in my class) are left out, and feel they have to make excuses. This is not fair.

The children who have done the homework are really excited about it (every time) and want to tell me about it straight away and wave things in front of my face! They have also learnt more through discussion with their parents.

I think, activate, you are BVVU and think you should consider what your children feel like when they have to think of excuses why they haven't done their homework.

sorry - I did mean enthusiastic and I can spell buzzing

Hmm. The things that annoy me about this kind of HW are:

1. you cannot assume all parents are able to help in the same way. Not everyone does have internet access or can afford trips to Roman ruins or is able to. It needs to be manageable and accessible for all. If others want to go beyond fine, but HW should be something that everyone can help with

1. please, please, please PLEASE can teachers (and parents) stop assuming 'it's all on the internet'. It really teaches the kids bad habits. If you must make internet research part of it, please tell them which specific sites they must use and what 'rules' they need for using information. Even in primary they really need to do this and in secondary it is utterly unforgivable. I am on the verge of writing to DS1's science teacher to ask what textbook she would recommend we buy (Y7), because I am pissed off with him coming home saying 'oh I've got to Google this...'

It is bad for kids to learn that whatever they find on the internet is the right knowledge and - for my own purposes - this has entirely negative effects that we need to continually undo at university level.

Heavens! With parents opposing any kind of learning that might involve a proactive and inquisitive approach by the child what hope is there really for the future? Protect them from the harms of society, sure, but really - to instill in them that lazy learning is the only way? That's just wrong. Get the child researching. Help. You might learn something too. Quit whingeing and be thankful that this might instill in the child an interested mind that sees education as friend, not foe.

Nobody is saying the child shouldn't engage in proactive learning, what nonsense... Just that the teachers need to accept that children need to work independently, which means, um, independently...

stoatsrevenge - as a teacher who clearly sets this kind of homework

1. do not set this for children who do not read independently

2. do not assume that I wish to do your homework with my child rather than a) get on with my own work b) deal with one of my other children c) go out as a family d) have a life

3. do not think I am a bad parent because I believe that the only person you are setting homework for when it is this standard for this type of child is the parent - you can bugger off because I do not need your homework to be an effective parent

a child should be able to do their own homework with guidance from the teacher and support (quiet place, tools) from the parent - I am happy to look over what they've done and critique - anything else is pointless

Ummm - having the wits to ask someone to guide you to a source of further information is ummmmm - oh yeah, working independantly. Showing initiative. I know that's a dirty word in today's 'protect the little darlings at all costs' society but you should try it. It gives them confidence to try it again.

ummmm - I have no idea what you are insinuating tbh

Wanted to add, that my Dd3 would actually prefer to find out a few intersting facts about something instead of the mindbendingly boring sums she has been sent home with this weekend.

I too actually would prefer no homework at all in primary most of it is just a timewasting exercise. IMHO.

ftoc, is that to me? I should try it? I do it all the time. But are you seriously expecting 6yos, or parents who have no idea how learning happens, to ask a teacher in exactly which sources they should research something? And how they can access them? With all the time my 6yo's teacher has at the end of the day to personally go through the homework with the little darlings and their parents?

Cloud cuckoo land.

Activate in wanting my children to fulfil their potential I once did a little sum. School day - 8.45 - 3.30 = 6 hours, 45 mins. Take off 15 mins registration, 2 x 15 minute playtimes, 30 mins assembly, 60 mins for lunch = 4 hours 30 minutes. Then take off 2 x 60 mins for the literacy and numeracy hours = 2 hours 30 mins, ie, 150 minutes. divide 150 minutes by 30 children and you get 5 mins per child for individual attention with no allowance for sorting out tears, tantrums and toilets.

Are you still telling me that you object to supporting your child's learning at home.

10 minutes reading a night, a few school work related outings, 1/2 hour per primary child each weekend for homework, tea time discussiosn about what they are up to. It's our job as parents. How can you possibly resent it if you want the best for the your children.

I am still seething because my year 1 DD was asked to research green house gas. It was more than 20 years ago but I still feel aggrieved.

I do not, and have never, objected to supported learning at home

I object strongly and vociferously to being expected to teach my child a curriculum topic

I happily read with the 6 year old, as do her older siblings (when forced in the main), I happily teach her piano and ice-skating and swimming and how to take care of pets, I happily talk with, to and at, teach my kids how to conduct themselves, social morals, contrasting religions, how to handle alcohol, girls, social situations etc etc

I do this whilst working full time, studying and fighitng an annoying medical condition

I have experience of my children growing through the state education system (I even work in a state school) and not suffering from my attitudes, in fact they appear to benefit from it becoming independent and committed students (I wish this was without screaming at times, but hell a couple of them are teens)

I love the whole - oh you object to it your children will suffer, you are bad

activate:
I thought I made clear that the child does not have to be able to read. The parent, spending 10 minutes of time with his/her child can read a paragraph out of a book. They talk about it - the child is enthusiastic and really pleased that the parent is interested in the subject too, and giving extra anecdotal information. They come back to school enthusing that their mums and dads have told them such and such - or they know such and such.
Last term, we 'researched' penguins at home. They all found out facts (oh, except for the parent who doesn't do 'research homework) and, on top of that, brought in pictures for the walls, drew and painted pictures, found internet links, etc.

I think this is the only useful type of homework. (I hate sending spelling lists home and literacy/numeracy worksheets).

Children need to be able to talk properly before they write properly. This is a great way to get them organising facts in their heads and making short notes.

I really can't believe your attitude.