It depends on the kid - I have two where your approach would work just fine, and one other who needs a homework approach with significant oversite and a cooperative relationship with the teacher who knew I what I was doing. The good news is that in 5th grade, he's finally got it and I expect to step back and let him work independently with an occasional checkpoint.
I disagree, personally my son's inability to do some homework had a lot to do with his self-esteem, he saw many of his friends and siblings grasping some concepts immediately while it took him longer to get there. He often got frustrated and gave up, including tantrums, because some things did not come as easily for him; he thought he was stupid. We worked with his teachers and worked first on his strengths to prove that he was pretty good at some things, and then we were able to prove that he could work through the other things that didn't come as easily. It took us awhile to get there, I'm not sure he's entirely on board, but he is an honor student in the 5th grade.
Yes, I realize that I have lucked out with dd in some respects. However, I am pretty sure I said from the beginning that if my child truly needed daily help, I would provide it. What I see a lot of is that it is taken for granted that parents WILL help and supervise, whether or not it is really needed.
that surprises me coming from an educator..the district handbooks through the years i actually read have always defined homework in a common way - as opportunities for parents to see what their children are doing,to become active participants in their child's education.
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The only problem with that is that many of your dds' classmates have a lot more help from their parents.
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I agree with most of
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