Homework Avoidance or Connection Seeking?
When children resist starting homework, it’s easy to assume they’re simply trying to dodge responsibility. But often, homework avoidance is really a bid for connection. After a long day of school, some kids just want to know they are seen and heard before diving into more work. A few minutes of genuine attention—sharing a snack, talking about their day, or enjoying a moment of laughter—can fill that emotional need and make the homework transition smoother.
A Long Day of Demands
From 8:00 a.m. to 3:00 p.m., fourth graders are asked to sit with rigorous content, switch between subjects, follow directions, and manage their social and emotional world. Holding attention, regulating emotions, and staying engaged for seven hours is a big task for nine- and ten-year-olds. By the time they arrive home, fatigue is normal. A short period of decompression and reconnection with family often helps them reset before homework begins.
Independent Work Is the Goal
Once homework time starts, however, the expectation in fourth grade shifts firmly toward independence. Parents should provide the right environment—quiet space, limited distractions, and the materials needed—but allow their child to do the work on their own. A quick check at the start (“Do you understand the directions?”) and a review at the end (“Show me what you finished”) is appropriate. What’s not helpful is sitting beside the child through the entire assignment or offering step-by-step coaching, since this undermines the very independence homework is meant to cultivate.
Balancing Connection and Growth
The key is balance: children may need connection and a moment of parental presence after school, but homework itself should be a time for students to stretch their focus, problem-solving, and responsibility. By combining a little connection beforehand with the expectation of independence during homework, families can support both emotional needs and academic growth. In the long run, this approach builds not just stronger students, but also stronger relationships.
Before Homework (to “fill the cup”)
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Snack & Chat: Share a healthy snack together and ask about one good thing from the day.
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Movement Break: Take a short walk, toss a ball in the yard, or do 5 minutes of stretching.
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Mini Game: Play a quick card game, tic-tac-toe, or riddle exchange.
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Affection Ritual: A hug, fist bump, or “high-five for focus” before settling down.
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Creative Outlet: Doodle side by side for a few minutes, or let your child show you something they’ve been working on (like a drawing or Lego build).
After Homework (to reconnect & celebrate)
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Praise & Acknowledgment: Recognize the effort—“I saw you stuck with that tough problem!”
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Family Time: Do a fun family activity like reading aloud, cooking together, or playing music.
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Outdoor Reset: Head outside for some free play, bike riding, or a quick nature break.
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Cozy Time: End with a shared story, cuddle on the couch, or bedtime reading ritual.
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Choice Time: Let your child pick a short activity—board game, art, or a special conversation topic.
The idea is that connection doesn’t have to be long or elaborate—just intentional. Even 5–10 minutes of warm attention before and after homework can help kids feel secure, valued, and ready to tackle their responsibilities.
NEWS:
-No school on 9/1 (MONDAY).
-Students will recite "The Moon" by 9/5. (FRIDAY) It is important that students are practicing their poem so they can recite it by this date.
- Adverb Quiz on 9/5. (FRIDAY) Students will be expected to have mastered their recognition and analysis of adverb prior to their quiz on Friday.
CURRICULUM:
ELA:
In GRAMMAR, we preparing for our adverb quiz in which students will be expected to identify, analyze, and diagram all kinds of Adverbs. They should know the key questions that adverbs answer as well as the definitions of adverbs in general.
LITERATURE continues by finishing the Wizard of Oz, which includes chapters 18-24, so please ensure your student has their copy at school. We will utilize these final chapters to examine the overarching theme of the book.
We continue our COMPOSITION program, which will spend a great deal of time practicing their writing. This week we will focus on summary construction and dictation practice.
In LATIN AND GREEK ROOTS, we will be learning our next two roots; un, and dis. With them we will learn the definition and spelling of the following: uncertain, unwise, unnecessary, unexpected, unworthy, dismal, disorganized, disadvantage, disturb, and disrespectful.
We have a new poem for POETRY RECITATION. Students will be memorizing the poem "The Moon" by Robert Louis Stevenson and will recite it in front of the class this Friday, September 5th.
For PHILOSOPHY, we discuss the following question: what does integrity look like? How can we be true to our word?
Math:
In math, we begin our new unit on Multiplication and Division, which is a longer unit that focuses to further new material rather than review. This week we break down the multiplicative operation, reminding scholars that it is something they need to practice thoroughly, and utilize it in word problems. From there, students are introduced to factors and common multiples, and how understanding such natures of a number leads to greater number sense and preparation for concepts ahead.
History:
In history, we continue to learn about mountains, focus on understanding key mountain peaks and ranges by plotting them on a global map. From there we understand mountains as physical barriers and important cultural landscapes that mold nearby civilizations. Scholars are expected to use their practice Ranges and Peaks maps in their plastic sleeves to study each day.
Science:
We begin our investigation into Chemistry with a look at the early beginnings of what everything is made of, the structure an atom, and exploring elements on the Periodic Table.
Difference Between an Atom, Molecule and Compound
Remember, the blog is updated weekly. Be sure to come back frequently to see any upcoming events or changes in fourth grade.