The End of Homework? Not Quite . . . But It's a Start

Here is the next (and hopefully final) chapter in the saga of the anti-homework-crusade: today, Alex's teacher made some concessions on the assignment, including:

1) removal of the 150 minimum for each entry;

2) time in class each day to do one entry;

3) she pushed back the due date;

4) the kids get to select their best five journals and they comprise the bulk of the grade;

and then Alex met with her after school and thanked her for revising the assignment; I talked to her on the phone after school and she confirmed what I figured was the case-- she inherited this assignment from her mentor (and then she added the 150 word minimum in an attempt to make it more rigorous, perhaps not fully quantifying the consequences of that choice) and she swore that she would read "thirty percent" of the journals for each child-- so seventeen journals per student-- and since she teaches two honors classes, this adds up to 850 journal entries; I am skeptical of this, but some teachers are gluttons for punishment so perhaps she will wade through all this pre-sophomoric writing . . . I also explained to her that in my district, we don't do any analytical writing at home because the kids cheat and plagiarize, so we make them do the analytical stuff in class-- usually with pen and paper-- and have them read and do more creative stuff at home; she understood this temptation and said that they were going to try to put the journals in to Turnitin, an anti-plagiarism website-- but they were just starting that this year (so anyone with an older brother or sister that took honors English is still set because their work is not in the database) and I couldn't resist expressing how perfectly ironic I found it that this stream-of-consciousness novel of teen disillusionment was being used to make students embittered about education; she countered that some students later expressed that they were glad that they really pushed themselves on this assignment, but it just seems odd to use this particular book to institutionalize kids and I told her that J.D. Salinger is probably turning over in his grave because of the way his novel is being used . . . aside from that monologue, which she endured without complaint or comment, the phone conference was civil and I'm happy that the assignment has been amended . . . the principal and superintendent also got back to me-- as they did through the entire process-- and they're really taking this seriously and meeting with the English department about writing expectations, revising the homework policy, revising the writing assignments, and really revamping how this large scale assignment is being done-- so I guess I really opened a can of worms, and possibly helped to foment some real change in how writing is assigned and assessed and the takeaway is that it was exhausting to "be the change that you wish to see in the world," especially since the change Alex and I wanted was to do less work . . . we ended up putting in a concerted, laborious, and organized effort to advance the principle that we should all be doing less work, and that may be the greatest irony of all.