Imagine you’re a young teenager. You’ve got home from school. Something to eat might be a good idea. You need time to settle and reflect on what’s happened over the last hours. Maybe you chill out watching TV or catch up on your social networking. You may even talk with your family. Do you have anything to do later – another lesson, a meeting with friends? Oh. What about the homework? It’s often the last thing you want to do, following that well known maxim: never put off until tomorrow what you can put off until the day after tomorrow.
Now you’re a parent. You like your kids to do homework; it consolidates what they’ve done in class (and keeps them quiet). You’ve bought all these companions, grammar books and workbooks – so they have to be used. Maybe it gives you a chance to share with them, as you speak English and can help them. You can get an idea of their progress through their homework marks.
As a teacher, you may be under pressure from your school to set regular homework tasks and even have a scheme of work to follow that explicitly states which pages or tasks to set. You may have to collect in work and spend a considerable amount of time marking. Alternatively you might start lessons by going through the homework, perhaps with students marking each others work. This can take up valuable time.
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