School Systems Saul Heredia Fayetteville Community College

School Systemsaul Heredialopezfayetteville Community Collegesherry J

Many parents and educators have been asking the same question in recent years: How can kids learn without homework and rigid deadlines? This has become a point of debate in the education system with many arguing that homework and deadlines are necessary for a quality education, while others insist that these can be detrimental to a child's academic performance and mental health. The question that comes in mind is whether our teaching methods are correct. Education is constantly evolving, and it is essential to consider whether or not our current teaching methods are the most effective way of educating our students.

Over the years, there has been an increasing focus on exams, tests and rigid deadlines for both teachers and students. While these methods have been successful in helping students to learn and understand concepts, there is a growing need to consider whether these methods are still the best way of teaching. The Los Angeles Times Editorial Board recently published an article examining the efficacy of homework and deadlines in the education system. The article argues that it is possible for kids to learn without homework and rigid deadlines, and that in fact, it may even be better for them. While I agree with the Editorial Board that a different approach to education is needed, I believe it is important to consider how this should be implemented across all levels of education.

As the Editorial Board points out, it is essential to recognize that every student is different and that what works for one child may not work for another. Therefore, it is important to recognize that there are students who may benefit from being given more freedom in their studies and not feeling pressured to meet deadlines. It is difficult for students to feel engaged and motivated when they are constantly dealing with tasks that are too difficult or that they may not be interested in. However, it is also important to consider the potential risks of relaxing homework expectations for kids. There is a risk that some students may take advantage of this and not take their studies as seriously as they should.

It is important to create a system that encourages all students to strive for academic excellence, and not one that allows for some students to be lazy or become disengaged from their studies (Ferdig et al., 2020). Furthermore, it is important to recognize that homework and deadlines are not the only aspects of education that need to be addressed. Schools should also focus on creating an environment of inclusion, support, and personalization so that students feel empowered to pursue their own interests and passions. This includes having teachers who are willing to provide extra help and resources to students who may need it. It also includes providing students with access to extracurricular activities that can help them develop their skills and confidence.

However, it is undeniable that our teaching methods are filled with so many issues that ought to be addressed. One of the main issues with our current methods of teaching is that they are often too rigid and inflexible. This can be particularly problematic for students who have different learning styles or those who may need additional help or support. By relying too heavily on exams and tests, we are not allowing students to explore their interests or develop the skills they need to be successful in the future (Spring, 2019). Another issue with our current teaching methods is that they often fail to take into account the changing nature of our world.

With the growing importance of technology and the ever-evolving job market, it is essential for our students to gain an understanding of these topics and how to use them to their advantage. This means that our teaching methods need to be adapted to keep up with the changing times. Finally, it is important to recognize that our current teaching methods are often too focused on memorization and rote learning. While this can be helpful for some students, it fails to teach students how to think critically and how to use their knowledge to solve real-world problems (Campbell, Petersen & Smith, 2019). We need to move away from our current methods and focus on teaching students how to think and to use their knowledge in a practical way.

In conclusion, while I agree with the Los Angeles Times Editorial Board that homework and deadlines should not be the only focus of education, it is important to consider how this should be implemented across all levels of education. It is essential to recognize that every student is different and that what works for one child may not work for another. We must also take into account the potential risks of relaxing homework expectations for kids and focus on creating an environment of inclusion, support, and personalization for all students. It is also clear that our current teaching methods are not the most effective way of educating our students. We need to move away from our reliance on exams and tests and focus more on teaching students how to think critically and use their knowledge in a practical way. Only then can we ensure that our students are receiving the best possible education and are prepared for the future.

References

• Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC: Association for the Advancement of Computing in Education.
• Spring, J. (2019). American education. Routledge.
• Campbell, J., Petersen, A., & Smith, J. (2019, February). Self-paced mastery learning cs1. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp.).
• Additional scholarly sources to support overviews of modern pedagogical strategies, technology integration, and assessments include works by Alexander (2017), Darling-Hammond (2018), and Hattie (2008).
• Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). The NMC horizon report: 2014 higher education edition. The New Media Consortium.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• OECD (2019). PISA 2018 Results (Vol. I): What Students Know and Can Do. OECD Publishing.
• Lam, S. (2020). Rethinking assessment: Integrating formative and summative methods. Educational Review, 72(4), 477-490.