Reflective classroom perspective + practical ways forward
In recent classroom visits and conversations with teachers I mentor, a pattern keeps emerging. Students in secondary classes are handing in homework that looks complete and correct. Yet when teachers try to discuss that homework in class the next day, many students struggle to explain what they actually understand.
At first glance, it seems like homework is working; notebooks look good, and assignments are done on time. But the deeper question is: Are students really learning?
Many students now admit that homework, which once took an hour, can be finished in minutes using AI tools on their phones. This pressure to “get work done fast” is creating a new classroom reality. Teachers are unsure how to respond. Parents are relieved homework is done, but can’t tell whether real learning is happening.
This situation has made me reflect deeply:
➡ If homework is getting completed but understanding is not growing, does traditional homework still serve its purpose in today’s secondary classrooms?