| In 1986, mimeograph machines were (for the most | | | | by not providing stimulus and challenge. Studies have |
| part) replaced by digital copiers in elementary schools. | | | | shown for years (just do a Google search!) that |
| Those of us teachers who experienced using | | | | children learn best through active involvement and |
| mimeograph machines will forever remember the | | | | real-life experiences. Virtually every teacher knows |
| distinct smell of the still-damp, purple-ink worksheets | | | | that children learn to read by being exposed to books |
| that we handed out to our students - by the ream full. | | | | and by being read to, NOT by completing worksheets. |
| (If you're like me, you can remember that smell right | | | | The same applies to all areas of learning. |
| now!) | | | | As far as using worksheets for busy work, the verdict |
| Then along came digital copiers and the purple-ink | | | | is in. It is destructive to classroom learning to assign |
| mimeograph machine disappeared. But the teaching | | | | worksheets to simply keep students occupied. Busy |
| tool that the mimeograph machine spawned - the | | | | work creates monotony, causes boredom and |
| worksheet - has lived on... and on... and on. For | | | | increases the likelihood of behavior problems. Period. |
| decades - literally decades - teachers have been | | | | To know if you are on the right track with worksheets |
| enamored with worksheets. So what is the bottom | | | | in your classroom, answer (honestly) these simple |
| line? Are worksheets a serious teaching tool or an | | | | questions: |
| over-used form of busy work? The answer, of | | | | - Do my students groan when I hand out a |
| course, is both. | | | | worksheet? (The answer should be no.) |
| Students can certainly benefit from practicing new | | | | - Are my lesson plans based on worksheets? (The |
| skills and concepts on paper. From letters and | | | | answer should be no.) |
| numbers to report summary formats, worksheets can | | | | - Do I feel anxiety if I don't have worksheets copied? |
| provide students with a framework for practice - an | | | | (The answer should be no.) |
| avenue for synthesizing new information in their brains. | | | | - Are students excited about learning in my |
| Well designed worksheets can also give students a | | | | classroom? (The answer should be yes!) |
| platform for expressing creative ideas and reaching | | | | We have come a long way as teachers since those |
| towards higher levels of thinking. | | | | purple-ink mimeograph machines introduced us to |
| So what is the concern? There are three big | | | | worksheets, so let's be vigilant! Avoid |
| concerns, actually. | | | | lower-level-thinking worksheets, do not use too many |
| Our teacher "caution light" should start blinking if we | | | | worksheets (even good ones) and NEVER use |
| are using lower-level-thinking worksheets (Example: | | | | worksheets as busy work. |
| "Check the box next to the correct answer."), if we | | | | Instead, let's fill our classrooms with meaningful, |
| are using too many worksheets or if we are using | | | | thoughtful lessons and activities that peak student |
| worksheets as classroom busy work. | | | | interest and promote higher-level learning. And that is a |
| Both lower-level-thinking worksheets and too many | | | | message worth copying and handing out! |
| (even high quality) worksheets can hold students back | | | | |
