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Conversation about doing homework

Write a Dialogue Between a Teacher and a Student who has Not done his Homework or Assignment

In this article, I will cover how to write a dialogue writing between a teacher and a student who has not done his homework or assignment.

Sample Conversation 1

Teacher: Good morning All!. Please submit yesterday’s homework.

Students: Good morning sir!

Teacher: Please submit your homework! All those who have not completed the homework please stand up.

(Rahul stands up)

Teacher: Rahul! Tell me.Why did you not complete your homework yesterday?

Rahul: Sir actually I was not able to do my homework as I was busy the whole day.

Teacher: But why Rahul? This is the fourth time this week that your homework is incomplete.

Rahul: I know sir I am really sorry. Actually My father is very sick and he is in the hospital due to which I did not get enough time to do my homework.

Teacher: Oh, I see. That is very bad. It’s okay Rahul. You can complete your homework when your father is better. I hope he gets better soon.

Rahul: Thank you sir.

Sample Conversation 2

(Two students are conversing in the classroom where the teacher overhears their conversation)

Student1: I hate it when Ms. Banerjee gives us homework! It’s so unnecessary.

Student2: I know! It is so annoying.

Teacher: I think you kids have misunderstood the purpose of homework.

Students: Oh, we didn’t see your teacher.

Teacher: You see homework teaches you responsibility. It is meant to inculcate small values in your life. Kittu, have you watched all the marvel films?

Student1: I’ve watched them so many times that I can narrate the dialogues to you.

Teacher: Exactly! Repeated revision of your favorite movies means that you know them as well as the back of your hand. Repeated learning of difficult topics helps you understand them better.

Students: I didn’t realize how beneficial homework actually could be! Thank you, teacher. We will never think of homework as a burden.

Sample Conversation 3

Student: Let me tell you what happened to my assignment.

Teacher: OK, go ahead- what is the excuse this time?

Student: Actually, I did it, but then it got lost.

Teacher: Could you have gotten it done at another time?

Student: Yes, I could.

Teacher: This is nothing new. Why don’t you do your assignment? These are so important for your understanding.

Student: I try so hard to finish them on time but I always end up taking more time than estimated. I never finish assignments on time.

Teacher: I know it’s hard to juggle classes, assignments and social life. But these assignments are the first step towards achieving a work-life balance. Keep trying! Don’t give up.

Student: I’ll make it up early next week.

Teacher: Don’t let it happen again.

Student: I’ll try.

Teacher: That will solve it then. Let’s work hard to not let it happen again.

Sample Conversation 4

Teacher: Where is your homework, Gunu?

Gunu: I had some doubts in the assignment. I didn’t understand some of the questions.

Teacher: Why didn’t you clarify your doubts with me then?

Gunu: Sorry Madam.

Teacher: Gunu, I am tired of these constant excuses. I cannot entertain your reasons every day.

Gunu: Sorry Madam! This will not happen again.

Teacher: Well, next time you have any doubts come and meet me in the staff room so that we can work on them. You’ll only waste time if you don’t ask you doubts.

Gunu: Thank you ma’am. I will clear all my doubts before submission.

Teacher: I’ll need you to solve the assignment on my desk tomorrow then. Meet me after class with your doubts.

Gunu: Thank you so much.

Conclusion

There you have it: Dialogue writing between a teacher and a student who has not done his homework or assignment.

I hope these examples are cleared your doubts.

Do let me know if you have any doubts or topic suggestions for me by leaving a quick comment below.

What’s the point of homework?

Katina Zammit does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Western Sydney University provides funding as a member of The Conversation AU.

Homework hasn’t changed much in the past few decades. Most children are still sent home with about an hour’s worth of homework each day, mostly practising what they were taught in class.

If we look internationally, homework is assigned in every country that participated in the OECD’s Programme for International Student Assessment (PISA) in 2012.

Across the participating countries, 15-year-old students reported spending almost five hours per week doing homework in 2012. Australian students spent six hours per week on average on homework. Students in Singapore spent seven hours on homework, and in Shanghai, China they did homework for about 14 hours per week on average.

Shanghai and Singapore routinely score higher than Australia in the PISA maths, science and reading tests. But homework could just be one of the factors leading to higher results. In Finland, which also scores higher than Australia, students spent less than three hours on homework per week.

So, what’s the purpose of homework and what does the evidence say about whether it fulfils its purpose?

Why do teachers set homework?

Each school in Australia has its own homework policy developed in consultation with teachers and parents or caregivers, under the guiding principles of state or regional education departments.

For instance, according to the New South Wales homework policy “… tasks should be assigned by teachers with a specific, explicit learning purpose”.

Homework in NSW should also be “purposeful and designed to meet specific learning goals”, and “built on knowledge, skills and understanding developed in class”. But there is limited, if any, guidance on how often homework should be set.

Research based on teacher interviews shows they set homework for a range of reasons. These include to:

establish and improve communication between parents and children about learning

help children be more responsible, confident and disciplined

practise or review material from class

determine children’s understanding of the lesson and/or skills

introduce new material to be presented in class

provide students with opportunities to apply and integrate skills to new situations or interest areas

get students to use their own skills to create work.

So, does homework achieve what teachers intend it to?

Do we know if it ‘works’?

Studies on homework are frequently quite general, and don’t consider specific types of homework tasks. So it isn’t easy to measure how effective homework could be, or to compare studies.

But there are several things we can say.

First, it’s better if every student gets the kind of homework task that benefits them personally, such as one that helps them answer questions they had, or understand a problem they couldn’t quite grasp in class. This promotes students’ confidence and control of their own learning.

Giving students repetitive tasks may not have much value. For instance, calculating the answer to 120 similar algorithms, such as adding two different numbers 120 times may make the student think maths is irrelevant and boring. In this case, children are not being encouraged to find solutions but simply applying a formula they learnt in school.

In primary schools, homework that aims to improve children’s confidence and learning discipline can be beneficial. For example, children can be asked to practise giving a presentation on a topic of their interest. This could help build their competence in speaking in front of a class.

Children can practise giving a speech to their parents to gain confidence to present in front of the class. Shutterstock

Homework can also highlight equity issues. It can be particularly burdensome for socioeconomically disadvantaged students who may not have a space, the resources or as much time due to family and work commitments. Their parents may also not feel capable of supporting them or have their own work commitments.

According to the PISA studies mentioned earlier, socioeconomically disadvantaged 15 year olds spend nearly three hours less on homework each week than their advantaged peers.

What kind of homework is best?

Homework can be engaging and contribute to learning if it is more than just a sheet of maths or list of spelling words not linked to class learning. From summarising various studies’ findings, “good” homework should be:

personalised to each child rather than the same for all students in the class. This is more likely to make a difference to a child’s learning and performance

achievable, so the child can complete it independently, building skills in managing their time and behaviour

aligned to the learning in the classroom.

If you aren’t happy with the homework your child is given then approach the school. If your child is having difficulty with doing the homework, the teacher needs to know. It shouldn’t be burdensome for you or your children.