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Homework Contract

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Oxford Homework Contracts 3rd Ed Book 6 Author Harry O'Brien

• For ages 8+
• 3rd edition
• Emphasis on numeracy and literature subjects
• Well-covered mixture of reading and writing exercises
• Based on Australian curriculum
• Published by Oxford University Press Australia
• Suitable for markers, pens, crayons and pencils

Oxford University Press

9780195556056

3rd Edition

English & Maths

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This Issue's Topic:

• Tools to Build Student Text and Lecture Comprehension

Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.

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Strategies to make homework go more smoothly.

Routines and incentive systems to help kids succeed

Writer: Peg Dawson, EdD, NCSP

Clinical Experts: Peg Dawson, EdD, NCSP , Karol Espejo, LCSW

Here is the best guide to helping kids do homework successfully that we’ve seen, published by the National Association of School Psychologists on their website, NASPonline.org . Our thanks to NASP for sharing it with us.

There are two key strategies parents can draw on to reduce homework hassles. The first is to establish clear routines around homework, including when and where homework gets done and setting up daily schedules for homework. The second is to build in rewards or incentives to use with children for whom “good grades” is not a sufficient reward for doing homework.

Homework Routines

Tasks are easiest to accomplish when tied to specific routines. By establishing daily routines for homework completion, you will not only make homework go more smoothly, but you will also be fostering a sense of order your child can apply to later life, including college and work.

Step 1. Find a location in the house where homework will be done. The right location will depend on your child and the culture of your family. Some children do best at a desk in their bedroom. It is a quiet location, away from the hubbub of family noise. Other children become too distracted by the things they keep in their bedroom and do better at a place removed from those distractions, like the dining room table. Some children need to work by themselves. Others need to have parents nearby to help keep them on task and to answer questions when problems arise. Ask your child where the best place is to work. Both you and your child need to discuss pros and cons of different settings to arrive at a mutually agreed upon location.

Step 2. Set up a homework center. Once you and your child have identified a location, fix it up as a home office/homework center. Make sure there is a clear workspace large enough to set out all the materials necessary for completing assignments. Outfit the homework center with the kinds of supplies your child is most likely to need, such as pencils, pens, colored markers, rulers, scissors, a dictionary and thesaurus, graph paper, construction paper, glue and cellophane tape, lined paper, a calculator, spell checker, and, depending on the age and needs of your child, a computer or laptop. If the homework center is a place that will be used for other things (such as the dining room table), then your child can keep the supplies in a portable crate or bin. If possible, the homework center should include a bulletin board that can hold a monthly calendar on which your child can keep track of longterm assignments. Allowing children some leeway in decorating the homework center can help them feel at home there, but you should be careful that it does not become too cluttered with distracting materials.

Step 3. Establish a homework time. Your child should get in the habit of doing homework at the same time every day. The time may vary depending on the individual child. Some children need a break right after school to get some exercise and have a snack. Others need to start homework while they are still in a school mode (i.e., right after school when there is still some momentum left from getting through the day). In general, it may be best to get homework done either before dinner or as early in the evening as the child can tolerate. The later it gets, the more tired the child becomes and the more slowly the homework gets done.

Step 4. Establish a daily homework schedule. In general, at least into middle school, the homework session should begin with your sitting down with your child and drawing up a homework schedule. You should review all the assignments and make sure your child understands them and has all the necessary materials. Ask your child to estimate how long it will take to complete each assignment. Then ask when each assignment will get started. If your child needs help with any assignment , then this should be determined at the beginning so that the start times can take into account parent availability. A Daily Homework Planner is included at the end of this handout and contains a place for identifying when breaks may be taken and what rewards may be earned.

Incentive Systems

Many children who are not motivated by the enjoyment of doing homework are motivated by the high grade they hope to earn as a result of doing a quality job. Thus, the grade is an incentive, motivating the child to do homework with care and in a timely manner. For children who are not motivated by grades, parents will need to look for other rewards to help them get through their nightly chores. Incentive systems fall into two categories: simple and elaborate.

Simple incentive systems. The simplest incentive system is reminding the child of a fun activity to do when homework is done. It may be a favorite television show, a chance to spend some time with a video or computer game, talking on the telephone or instant messaging, or playing a game with a parent. This system of withholding fun things until the drudgery is over is sometimes called Grandma’s Law because grandmothers often use it quite effectively (“First take out the trash, then you can have chocolate chip cookies.”). Having something to look forward to can be a powerful incentive to get the hard work done. When parents remind children of this as they sit down at their desks they may be able to spark the engine that drives the child to stick with the work until it is done.

Elaborate incentive systems. These involve more planning and more work on the part of parents but in some cases are necessary to address more significant homework problems. More complex incentives systems might include a structure for earning points that could be used to “purchase” privileges or rewards or a system that provides greater reward for accomplishing more difficult homework tasks. These systems work best when parents and children together develop them. Giving children input gives them a sense of control and ownership, making the system more likely to succeed. We have found that children are generally realistic in setting goals and deciding on rewards and penalties when they are involved in the decision-making process.

Building in breaks. These are good for the child who cannot quite make it to the end without a small reward en route. When creating the daily homework schedule, it may be useful with these children to identify when they will take their breaks. Some children prefer to take breaks at specific time intervals (every 15 minutes), while others do better when the breaks occur after they finish an activity. If you use this approach, you should discuss with your child how long the breaks will last and what will be done during the breaks (get a snack, call a friend, play one level on a video game). The Daily Homework Planner includes sections where breaks and end-of-homework rewards can be identified.

Building in choice. This can be an effective strategy for parents to use with children who resist homework. Choice can be incorporated into both the order in which the child agrees to complete assignments and the schedule they will follow to get the work done. Building in choice not only helps motivate children but can also reduce power struggles between parents and children.

Developing Incentive Systems

Step 1. Describe the problem behaviors. Parents and children decide which behaviors are causing problems at homework time. For some children putting homework off to the last minute is the problem; for others, it is forgetting materials or neglecting to write down assignments. Still others rush through their work and make careless mistakes, while others dawdle over assignments, taking hours to complete what should take only a few minutes. It is important to be as specific as possible when describing the problem behaviors. The problem behavior should be described as behaviors that can be seen or heard; for instance, complains about h omework or rushes through homework, making many mistakes are better descriptors than has a bad attitude or is lazy.

Step 2. Set a goal. Usually the goal relates directly to the problem behavior. For instance, if not writing down assignments is the problem, the goal might be: “Joe will write down his assignments in his assignment book for every class.”

Step 3. Decide on possible rewards and penalties. Homework incentive systems work best when children have a menu of rewards to choose from, since no single reward will be attractive for long. We recommend a point system in which points can be earned for the goal behaviors and traded in for the reward the child wants to earn. The bigger the reward, the more points the child will need to earn it. The menu should include both larger, more expensive rewards that may take a week or a month to earn and smaller, inexpensive rewards that can be earned daily. It may also be necessary to build penalties into the system. This is usually the loss of a privilege (such as the chance to watch a favorite TV show or the chance to talk on the telephone to a friend).

Once the system is up and running, and if you find your child is earning more penalties than rewards, then the program needs to be revised so that your child can be more successful. Usually when this kind of system fails, we think of it as a design failure rather than the failure of the child to respond to rewards. It may be a good idea if you are having difficulty designing a system that works to consult a specialist, such as a school psychologist or counselor, for assistance.

Step 4. Write a homework contract. The contract should say exactly what the child agrees to do and exactly what the parents’ roles and responsibilities will be. When the contract is in place, it should reduce some of the tension parents and kids often experience around homework. For instance, if part of the contract is that the child will earn a point for not complaining about homework, then if the child does complain, this should not be cause for a battle between parent and child: the child simply does not earn that point. Parents should also be sure to praise their children for following the contract. It will be important for parents to agree to a contract they can live with; that is, avoiding penalties they are either unable or unwilling to impose (e.g., if both parents work and are not at home, they cannot monitor whether a child is beginning homework right after school, so an alternative contract may need to be written).

We have found that it is a rare incentive system that works the first time. Parents should expect to try it out and redesign it to work the kinks out. Eventually, once the child is used to doing the behaviors specified in the contract, the contract can be rewritten to work on another problem behavior. Your child over time may be willing to drop the use of an incentive system altogether. This is often a long-term goal, however, and you should be ready to write a new contract if your child slips back to bad habits once a system is dropped.

Click here to download the homework planner and incentive sheet .

Frequently Asked Questions

To help homework go more smoothly, e stablish a routine that includes a time and place where it will be done, a planner that lists each assignment, scheduled breaks when some of the work is done, and a reward system for kids who are not motivated by good grades alone.  

Set a good homework routine following these steps: Find a location in the house where homework will be done. Set up a homework center stocked with needed materials . Establish a homework time. Use a daily homework planner so that your child has everything in writing.  

One tool that can make homework go more smoothly i s a Daily Homework Planner , which lists each assignment, how long it should take to complete, and what rewards may be earned for completing each assignment.    

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Homework Contracts: Tapping the Power of Parents

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Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.

• Copy of Daily Homework Planner (see attachment at bottom of this page)

Preparation:

• Train Parents to Be Supportive 'Homework Coaches'. Parents are often very committed to helping their child successfully complete homework. To ensure that parents have positive interactions with students around homework, though, the school should sponsor one or more parent workshops to offer tips on how to be 'homework coaches'. In particular, parents should be offered strategies for listening in a careful and non-judgmental manner to their child, to avoid nagging about homework, and to brainstorm with their child about possible solutions for common homework difficulties (e.g., writing down all homework assignments correctly). Additionally, they should be taught the essentials for setting up and following through with a simple reward system at home (Miller & Kelly, 1994). At this introductory workshop, parents would also be trained in the steps of the homework contract (described below).

Steps in Implementing This Intervention:

• Step 1: The Parent Creates a Homework Reward System for the Child. The parent should put together a short menu of reasonable daily and weekly rewards that the child can earn for successfully completing homework. Good choices for daily rewards are those that do not cost a lot of money, and do not take much time to deliver. While weekly rewards should be somewhat larger than daily rewards, they should still be affordable and not require a great deal of the parent's time. Because any rewards that the parent chooses must appeal to the child, the parent should consult the child in the selection of rewards.
• Step 2: The Parent Negotiates the Homework Contract Program With the Child. Before starting the homework contract, the parent should meet with the child to introduce the program and to set up a reward system (see Step 1). Together, they agree on the percentage of homework goals the child must complete each day (e.g., 80%) to earn the daily homework reward. They also agree on the number of times in a week that the student must earn the daily reward in order to be eligible for the weekly reward (e.g., 3 times in a week).
• Step 3: The Parent and Child Fill Out the Daily Homework Planner. Each day when the student has assigned homework, the parent and student sit down with a copy of the Daily Homework Planner [web page; pdf document]. Together they preview the homework assignment for all subject areas. Then they break the assignment into manageable 'chunks' or subtasks. A description of each subtask is written into the Daily Homework Planner in enough detail so that both parent and student know what must be done to complete that homework chunk. A description for a math subtask, for example, might read "Complete 20 multiplication problems from pg. 40 of math book, then use answer key to check work". The parent and child might write on the homework contract that the child will reserve 30 minutes to complete that subtask.
• If the student earned the daily reward, the parent has the student choose an item from the reward menu. (Daily rewards should be given immediately if possible.)
• If the student also earned the weekly reward, the student can also select an item from the weekly reward menu (to be delivered in a timely manner but when convenient to the parent).
• Step 5: Fade the Reward System. As the child shows that he or she is able to complete daily homework assignments on a regular basis, the parent may want to start 'fading' the reward system. First, the parent may stop the daily rewards but continue the weekly rewards. Then the weekly rewards can be stretched out to biweekly and eventually monthly rewards. In the final stage of fading, the parent can stop giving out regular rewards altogether. Instead, the child's motivation can be kept high by the parent 'surprising' him or her occasionally with an unexpected reward.

Troubleshooting

The parent does not want to use the homework contract If a parent is unable or unwilling to use the homework contract with a student, the intervention can be used in school instead. At the end of the school day, for example, the teacher or other staff member might meet with the child to preview all homework assignments and assist the student in filling out the Daily Homework Planner. If the student brings the Contract sheet and completed homework back to school the next day, the teacher can give him or her the earned daily (and perhaps weekly) reward.

Attachments

• Daily Homework Planner Sheet

Jim's Hints

Identify Other People To Help the Parent With the Homework Contract . If the student attends an afterschool program where he or she completes homework, personnel from that program may be willing to set up and use the homework contract with the child. Or if there is a responsible older sibling in the home, he or she may be willing to administer a homework contract system. The parent would still be expected to deliver any rewards that the student may have earned.

• Miller, D.L. & Kelly, M.L. (1994). The use of goal setting  and contingency contracting for improving children's homework  performance. Journal of Applied Behavior Analysis,27, 73-84.
• Olympia, D.E., Sheridan, S.M., Jenson, W.R., & Andrews, D.  (1994). Using student-managed interventions to increase homework  completion and accuracy. Journal of Applied Behavior Analysis,27, 85-99.

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Detroit Red Wings

Detroit red wings | detroit red wings sign lucas raymond to an 8-year, $64.6 million contract.

DETROIT (AP) — The Detroit Red Wings signed forward Lucas Raymond to an eight-year, $64.6 million contract Monday, completing a deal with one of their best young players less than 72 hours before training camp begins.

The Red Wings have another one of those in defenseman Moritz Seider, who won the Calder Trophy as rookie of the year in 2021-22.

Detroit is looking to end an eight-year playoff drought dating to the Original Six franchise’s last appearance in 2016.

Raymond, a Swede who was the fourth pick in 2020, has 174 points in 238 games since breaking into the league.

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Red Wings sign F Lucas Raymond to 8-year, $64.6M contract

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‘Serious’ contender in race for delisted forward; ‘much-loved’ Blues mid’s ‘honest’ talks: Trade Whispers

A “serious contender” has emerged for delisted Carlton forward Jack Martin while an “honest conversation” has cast doubt over the future of a popular Blues player.

Plus — Patrick Dangerfield looks to be closer to securing a new deal with Geelong.

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‘SERIOUS CONTENDER’ IN THE RACE FOR DELISTED BLUES FORWARD

It is the kind of low-risk, high-reward move that Geelong specialises in and according to The Herald Sun’s Jay Clark, Jack Martin could be the latest name for the Cats to gamble on.

Martin was among five Blues players to be delisted by the club last week, having only managed 54 games across five seasons with the club after struggling with injuries.

The 29-year-old only made three appearances for Carlton this season and while he has reportedly undergone a medical at Fremantle amid interest from the Dockers, the Cats have emerged as a “serious contender” according to Clark.

Clark noted that while the Dockers have “strong interest” Martin “would prefer to stay in Melbourne”.

“That puts the Cats in a really strong position,” Clark added on Fox Footy’s Midweek Tackle on Tuesday night.

Clark suggested something like a two-year deal at around $350,000 to $400,000 a season would be enough to get Martin to sign on with Geelong, describing it as a “low-cost and risk-free” move.

“The Cats have been masters in this area,” Clark said.

“They find the mature-age player, maybe with a few injury issues and plug him straight in. He’s got a lot of talent... I think the big question for the Cats is can they get his body right, because otherwise I think he could fit into that best 22.”

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Former Geelong list boss and now football manager Andrew Mackie spoke to Clark back in 2022, revealing how the team had been able to consistently stay competitive — and his words remain relevant to this day considering the risk versus reward debate that comes with targeting Martin.

“What we do know is this competition is even, so if you make a binary decision to say, ‘We are rebuilding’ then that is potential pain for a long time,” Mackie said at the time .

“What’s the point of being conservative and safe?

“We could do that. But we are really open and OK to explore outside the norm. We have had to. If we see something like, we aren’t afraid to pull the trigger.”

The Herald Sun’s Josh Barnes pointed to Gary Ablett and Gary Rohan as some examples of Geelong’s success with that approach, although he also brought up the likes of Jonathon Ceglar, Shaun Higgins, Josh Jenkins, Jack Steven and Aaron Black as proof it doesn’t always work out.

“I’m not sure where Jack Martin fits in this Geelong forward line,” Barnes said.

“They like to play Tyson Stengle close to goal, everyone else runs really hard. He’s going to have to have a massive off-season if he’s going to get a game for Geelong.”

KENNEDY’S FUTURE AT BLUES ‘IN THE AIR’ AFTER ‘HONEST CONVERSATION’

Elsewhere, Matt Kennedy’s future at Carlton is clouded after what Barnes described as an “honest conversation” with the club earlier in the week.

Kennedy is contracted with the Blues next year and while it is considered more likely at this stage that he will stay put, there is a possibility the 27-year-old could look elsewhere should he desire more playing time in the midfield.

It comes after Seven’s Mitch Cleary reported Kennedy was one of three players to be told by the Blues to consider their future , with claims he wants to play more as an inside midfielder while Carlton wants him at half-forward.

Speaking on the Midweek Tackle, Barnes stressed that Kennedy is “much-loved” at Carlton and that, while frank, the meeting he had earlier this week with Blues officials was not held with the intention of trying to push him out.

“They’re not saying pack up your bags but if you would like to play more midfield you’re not going to do it at Carlton,” Barnes said.

“You’re probably going to do that elsewhere. They’ve got Patrick Cripps in the middle, they don’t really need more big bodies. They need speed in the middle.

“If he can find somewhere he’d rather play then he’s welcome to explore that. He’s contracted for next year.”

Barnes added that the word out of Kennedy’s camp on Tuesday is that he is “more likely” to be at Carlton next year but added it is genuinely “really in the air” whether he will decide to test the market.

“They haven’t even looked at the market yet because I think they were surprised,” Barnes said.

“He’s much-loved inside of Carlton. His partner is a big part of the social scene there. He was wrapped up this week when he played his 100th game. They were all about him. They love him, the players do. At the moment he needs to open things up.”

While no teams have been reported to have expressed interest in Kennedy, Barnes mentioned North Melbourne, Geelong and Collingwood as theoretical suitors based on team fit along with Adelaide and West Coast as interstate options.

DANGERFIELD TO GET HIS GEELONG WISH

Speaking of the Cats, Jon Ralph reported on the Midweek Tackle that Patrick Dangerfield is set to get the two-year extension he is after at the end of the season.

Dangerfield’s focus is understandably on guiding the Cats to a flag, with Ralph adding that for the time being both the club and his manager are “waiting until he gets through the season unscathed” to put pen to paper.

Once that happens, Dangerfield will get his wish of a multi-year deal to remain at Geelong.

Red Wings, Lucas Raymond agree to eight-year contract

Detroit Red Wings left wing Lucas Raymond (23) celebrates his goal against the Tampa Bay Lightning during the third period of an NHL hockey game Monday, April 1, 2024, in Tampa, Fla. (Chris O'Meara/AP)