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Our experts will gladly share their knowledge and help you with programming homework. Just provide us with clear instructions and wait for the completed assignment. The class is composed of 18 students, 8 boys and 10 girls. Sixteen out of the 18 are ESOL students. Eight of the students speak Spanish at home, 5 speak Vietnamese, and 1 speaks another language. Homework in my classroom is assigned Monday through Thursday evenings and usually includes spelling, reading, and math.

When students arrive at school in the morning they take out their homework and stack it on a table at the back of the room. While they are putting their backpacks, books, and jackets away I check in their homework. Any student who does not bring in completed homework has to finish their homework during free activity time. Selecting a Focus Group. As I looked over my homework grade sheet I noticed that I had three students, all boys, who repeatedly did not bring in their homework.

Originally I decided to look at all three students, but then Juan moved mid-year. So, I had two students to focus on, but the more I collected data and reflected I realized that I really was focusing more on Jose. Jose is a third grade, ESOL student. His primary language is Spanish; however he is very fluent in English. Jose has helped translate a few words for me before. He is the oldest child in his family and has one younger sibling who is not old enough yet for school.

He lives with his mother, father, grandmother, and younger sister. His father and mother both work full-time. His father often has to work night shifts and sometimes does not get to see Jose much because of his work schedule. Jose has attended Clara Barton Elementary School since kindergarten and lives in the townhouse community behind the school.

Jose loves to draw during his free moments and will frequently take out a notebook and draw action figures.

Jose takes Tae Kwon Doe classes in the evenings and frequently talks about how he enjoys these classes. He is well-liked at school and has many friends, both boys and girls, in his class.

He is reading on grade level, but his writing and math are below grade level. Frequently Jose needs short extensions on in-class assignments. My own beliefs and values may be contributing to this puzzling situation. Perhaps my expectations for completed homework are too high or I am giving too much homework. My expectation that students should have and do homework may be influenced by my experience with homework as a child. In the last thirty years the controversy over the value of homework has come up again and again.

Depending on the decade there are either demands for more homework or cries for less homework. Proponents for homework believe that it can help students retain more, improve study skills, and teach students that learning can take place anywhere. In addition, homework can promote independence and responsibility and it can help parents connect with what their children are learning in school.

Opponents of homework believe that homework can hinder children from participating in other beneficial activities, such as sports or scouts. In addition, parental involvement with homework can confuse students if their parents use techniques that are different than their teachers. Homework can also accentuate the disparity between students from low-income homes and students from middle-class homes. Students from low-income homes may have more difficulty completing an assignment Cooper, It is also possible that there is a cultural mismatch between what is emphasized at home and what is emphasized at school.

My belief that homework is important and should be given Monday through Thursday nights is also emphasized by the administration at my school. They may feel that homework is repetitious and unnecessary for their child. Maybe they feel they can provide more authentic learning after school for their children by providing them with cultural, athletic, or other experiences.

Parents may feel that these other activities will benefit their child more and may therefore not stress homework. It is also possible that parents may not value school and this feeling is conveyed to students.

Outside influences may also affect Jose. Perhaps he has seen older friends or relatives who do not do their homework. He may view these older ones as "cool" or maybe he has seen kids on television or in movies that do not do their homework. Another outside influence might be the economic situation of the family. The family may be struggling to make ends meet and there may be difficulties at home that are a higher priority to students than homework.

These cultural influences are important for me to look at because they could change the way I administer homework or the amount of homework that I give. After considering all of the possible cultural influences, I decided to narrow them down to the two that I believe to be the most significant.

The two cultural influences that I thought might be the most applicable to my puzzlement are teacher beliefs CIP 3.

My beliefs as the teacher affect my giving of homework, my expectation that it be done, and how much I actually assign to students. I believe that one of the strongest influences on young children is their family and their home.

Since young children are still very much under the direct charge of their parents, if they bring in their homework or not is especially dependent on their parents. Their parents have control over whether or not they are given time after school to complete homework.

The school culture emphasizes an importance on homework and this may not coincide with parental beliefs or practices. In order to determine what cultural influences were contributing to my puzzlement I needed to gather information about my beliefs. I chose to look at these by journaling, a technique recommended in the Cultural Inquiry Process Jacob, In my journaling I needed to consider why this situation was puzzling to me and why I think this situation is happening. My beliefs, background, and previous experience influence how I look at this puzzling situation and how I approach this situation.

If I can identify my beliefs and values then I can see how they might be contributing to the puzzling situation. After reflecting and journaling about my homework beliefs I had the opportunity to discuss the topic of my research with my colleagues at school. Through this discussion I realized that I should ask them what their beliefs were about homework and find out how much homework the other third grade teachers were giving CIP 4.

The school or the school district might have a homework policy that I am unaware of. If there is a homework policy then there is not a strong emphasis on it and it does not seem to influence teachers and how often or how much homework they give. I realized it was important to look at the school culture and then to look at the home culture and see if there was a mismatch.

I sent many notes home, called home and tried to leave messages. I grew up in an environment where receiving and doing homework was part of a daily routine.

Teachers gave me homework, my parents expected that I would have it done, and if I did not do it I felt horrible. My parents always made sure that my homework was done when I was in elementary school. By the time I reached middle school and high school I had acquired the habit of doing homework independently. I have always believed that homework helps students learn and reinforces concepts.

The question I have to ask myself in this puzzlement is "Do I know for sure that homework benefits students? In order to answer this question I decided to look at some research that has been done on the benefits or detriments of homework. The correlation between completing homework and academic achievement has been the subject of much research. Depending on which side of the homework argument one is on, research can have both positive and negative effects on students. According to Cooper some positive academic effects of homework include retention and understanding of material, improved study skills, improved attitudes toward school.

Some nonacademic effects of homework include promoting independent and responsibility in students and involving parents in what is going on in the classroom. Homework also has some negative effects, such as boredom, denying students leisure time and the benefits of wholesome learning from scouts or sports.

Homework can lead to cheating and can emphasize the disparity between the homes of low-income and middle class students. Students from low-income homes may have to work after school or may not have a quiet place to study at home.

When looking at 50 studies done on homework and student achievement, Cooper found that homework had little or no effect on student achievement at the elementary level.

After reading some research on the effects of homework on academic achievement I had to seriously consider how my beliefs fit into this.

I realized that giving homework benefited me as the teacher. These benefits matched the benefits teachers expressed having in the Homework Attitude and Behaviour Inventory for Teachers Weisenthal et al. Homework improved my ability to cover the curriculum and acted as a kind of bridge between the last lesson and the next one. Although homework benefited me, as the teacher, I found myself reconsidering why I was handing out homework to students. According to Kralovec and Buell , elementary school students show no significant academic gain from doing homework.

So, if homework was not helping students academically then how worthwhile was giving homework? I found out that the other two third grade teachers, both males, at my school were not giving as much homework as I was. One teacher usually gave only spelling and reading as homework. Every once in a while he would give math homework. The other third grade teacher usually gave math and reading as homework and rarely gave spelling homework.

I, on the other hand, gave math, spelling, and reading as homework. According to Weisenthal et al. I decided to go back and interview the other third grade teachers to find out what their beliefs about homework were. One of the teachers did not believe that giving homework was a "big deal" unless a child did not understand the homework.

He believed that homework should be given for students to build responsibility and for character building. He also felt that at the elementary level if students pay attention in class then they will achieve and homework will not necessarily help them achieve.

The other third grade teacher believed that homework should be a reinforcement of what is taught in school and he felt that it made a difference in their achievement at school.

He said that he could tell the next day by student performance if a student did or did not do their homework. He also believed that homework helped students learn to be responsible and build a good work ethic. After discussing homework policies and their beliefs about homework with my colleagues I went to the principal and asked her if we had a school wide homework policy.

She referred me to the staff handbook. Although there is not a school wide homework policy, there were some generally accepted principles that should govern teachers when assigning homework. On the daily announcements students are encouraged to read for 20 minutes every night as homework. Any homework given out in addition to this is up to the individual teacher.

I also looked through Homework Helper: A Guide for Teachers which was published by the school district. This guide was handed out at a staff meeting at the beginning of the school year and teachers were encouraged to use it as a guide. Since that time homework has not been discussed with the staff. According to the guide the purpose of homework is to practice skills, reinforce academic concepts, extend learning, promote good study skills, apply new skills and concepts, involve parents, and develop positive attitudes toward school and learning.

The guide does not discuss the amount of homework to be given. Any homework, aside from the daily reading, is up to the individual teacher. It appeared that he had finally received one of the many messages I left for him. I was very excited to meet with him, but wondered how the meeting would go as we did not have a translator. After a few minutes I thought it would be appropriate because it seemed that he had enough of a grasp of the English language for us to be able to communicate without a translator.

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