Homework Helper

HOW DO I HELP MY STUDENT WITH HOMEWORK?

            This is one of the most frequently asked questions we hear from parents, and it usually comes in two forms: 1) How do I help my son or daughter in a manner that will support your curriculum? 2) What can I do if my son or daughter seems to be in need of an additional challenge? This sheet will outline some of our answers to these two important questions.
    1) How do I help my son or daughter in a manner that will support your curriculum?

        The textbooks in the CMP curriculum are different than the traditional math textbook. One of the primary differences is that it generally does not contain complete explanations of concepts, nor does it contain example problems that students can use to guide them through homework problems. This has been done intentionally. The idea is to have students apply information they come up with during class exploration and discussion in new contexts (the homework). Unfortunately, it makes it difficult for anyone who was not in class to know what methods and processes could be used on a given problem. As a result, it can be a challenge for anyone other than the student’s teacher or classmate to help with homework.

            Below is an outline of suggestions that willing homework helpers should read in order to make their time with the student more productive and efficient. As you read them, please keep in mind two things. 1) Helping a student with their homework in our Level 1 through Level 5 classes does not necessarily mean helping them come up with the “right” answer. 2) Helping students learn how to ask specific questions is a critical academic skill. (This includes “what if” and extension type questions in addition to questions asked because of confusion).

I.                    Begin by identifying the source of the student’s problem

a.       Directions?

b.      Vocabulary?

c.       Concepts?

d.      Computational deficiencies?

II.                 Address the problem area by

a.       (for directions)
i.e. reading through directions with the student and asking what he or she perceives, then

ii. confirming or correcting their ideas

b.      (for vocabulary)

I.  asking the student to show you his/her book, then

II. reviewing the vocabulary by using the glossary

c.       (for concepts)
    I.     asking the student to describe what was done in class. Also, try asking to see work from in-class or summary statements.

III.               If those steps are not enough

a.       help the student formulate a specific question that can then be answered the next day, and have him or her write it on their paper along with a note that you assisted them with that problem.

b.      Then have the student attempt an answer to the best of their ability.

        One of the keys to increasing students’ academic independence is to help them learn how to identify specifically what it is they need help on. Also, we often teach math concepts in a manner that is different then the way parents learned them. The combination of those two things means that it is better in most situations to help your student formulate questions about the material than it is to show him or her a method for answering the problem.

Seventh Grade Math, Harbour Pointe Middle School
Mukilteo, Washington