of schooling, be it classroom activities, field trips, co-curricular activities, or provision of hygienic food, one important area that at times is easily looked upon and needs consideration is Homework.
All other areas mentioned above are time limited and hence often are easy to deal within the constraint. However, homework is one such area for which teachers tend to have different perspectives. In fact, the same goes for the students and parents as well. Moreover, it also varies with the school level the students are belonging and therefore needs consideration accordingly.
For the purpose of this paper, the school level chosen is middle level whose most common children group arrangement is from grade sixth to grade eighth. It is essential to see how this age group responds to homework.
Having based on year-end surveys and classroom observation, creating a teacher-centered committee can help bring out those perspectives and align the two in order to identify areas of contradiction. Moreover, with their active involvement in suggesting remedies and attaining a mutual consensus over the best possible remedy, further implementation can take place.
A simple approach towards developing up a teacher-centered committee will be to include a number of key figures that can directly affect the whole procedure of homework-policy making. The committee should have the subject teachers of each of these three grades as well as an educational psychologist as educator who can help teachers, understand how students of middle-level respond to homework and what type as well as what amount of homework should be given to them at what number of intervals. Prior to this for the head of the committee, it will be important to make up a plan for the formulation of the committee.
However, even before that it will be imperative to analyze the survey results, received from the principal and derive conclusions and recommendations from the observation. This will not only help identify any