Everyday our children spend six or seven hours in school for the learning of prescribed courses. Most of the time, teaching performance is provided in classroom and students don’t get time to make brainpage for knowledge transfer. That is why homework is assigned for the practice of subject matter at home. Is the time period of seven hours is not sufficient to make brainpage in classroom? It’s global declaration that homework is a part of school culture but we have never imagined that our kids are suffering from the extreme fear of classroom and homework in school system.

Highlights :

  • Homework as a part of school culture to keep kids engaged at home for the learning, writing and understanding of school assignments
  • Classroom tasks, fear and negativity to comply with the regulations of school discipline
  • Rescue operation and the first note of Thai cave boys expressing worries about the heavy homework
  • Brainpage is made in classroom for goal-oriented tasks to compete in high academic performance without fear, stress and anxieties

A classroom built on the fear factors is a classroom that denigrates the importance of knowledge transfer in the community. The cognitive circuit of prefrontal cortex becomes paralyzed in the state of extreme fear that activates the limbic circuit of brain for emotional avoiding responses. A classroom built on fear factors is observed in the reality of reward, persuasion and punishment. It is fact that the foundation of children’s classroom must be based on the neuroscience of knowledge transfer.

Why are you giving homework to children? Home is not school and parents are not teachers. Time period of seven hours is enough to make the brainpage of subject matter in classroom.

Students have so much homework they couldn’t finish it in the evening. They try to solve it at night and sometimes it was not made complete. Children are so afraid that they won’t develop high speed brainpage to write the required answers in tests or exams. Low grade performance makes them angry, depressed and more afraid. It’s the world of fear that causes qualified educators to go against their pedagogy and pretend that they are just fitting into the school culture of teaching theories. That is the classroom of fear factors in which many of hard working students inhabit, hoping that they will build their future lives by achieving the excellence of skill, knowledge and merit in the knowledge transfer of graduation.

Educators can’t believe that teaching is the waste of school hours. We must appreciate that teaching presentation couldn’t induce brain plasticity for the knowledge transfer of subject matter. It is fact that homework is not helpful for learning retention, and often is more harmful than it is beneficial. We have to appreciate the truth that our children must feel free at home. Human brain of the students needs the evening to unwind, likes to spend time with family and friends and pursues the hobbies or other interests of social or cognitive drives.

Fear of exams is found very high in students because they have to secure high grades in performance. Brainpage is not made in classroom to meet the requirements of tests and exams.

Teaching theory is the school system of conventional learning and it is about 5000 years old system. In the traditional model of classroom instruction, the teacher is typically the central focus of a lesson and the primary disseminator of information during class period. Students may defer directly to the teacher for guidance and feedback, while the teacher is very active in responding to the questions of problem solving activities. In a classroom with a traditional style of instruction, individual lessons may be focused on the explanation of content utilizing a lecture method.

Beta version and web forums are the learning mechanisms of advanced technology for smart updates and high success. But classroom teaching isn’t the beta version of book to brain knowledge transfer. Students should be transformed into small teachers to modulate smart brainpage in learning mechanism and knowledge transfer.

Student’s engagement in the traditional model may be limited to activities in which students work independently or in small groups on an application task designed by the teacher. Class discussions are typically centered on the teacher, who controls the flow of conversation. Here, the teacher is working, so he is making brainpage in the classroom. If students do the work with brain circuits, they will modulate smart brainpage in classroom for the knowledge transfer. Typically, this pattern of teaching also involves giving students the task of reading from a textbook or practicing the concept by working on a problem set, for example, outside school as project work or homework.

Flipped classroom of the school system intentionally shifts instruction to a learner-centered model. In this design, class time explores topics in greater depth and creates the meaningful opportunities of knowledge transfer in brainpage making process. But educational technologies such as online videos are used to deliver lessons and contents outside of the classroom for watching and learning at home. It means that students are not free at home even in flipped school. It is published online that the grade performance of students has improved in flipped school system. But this achievement has been obtained because of brainpage development in classroom.

Student’s brainpage is the outcome of learning process and knowledge transfer. In fact, school learnography is defined as the applied neuroscience of knowledge transfer that is processed to make brainpage in classroom for the learning, writing and understanding of our children.

Homework’s relationship to improve student’s learning and performance is minimal at best for high achievement. Thinking that homework helps with student’s success is a myth that needs to be debunked with the facts and findings of neuroscience to verify the classroom reality of knowledge transfer. The myth of homework as an instructional tool is as insignificant as small class size, longer school days, grade retention, remediation and technology. The only real and most significant variable for student’s learning is the system of knowledge transfer. It’s true that students write answers in the exams by using the modular brainpage of knowledge transfer. Listening to the teaching is only motivational aspect, but can’t modulate brainpage in the learning mechanism of brain circuits.

School is the learning place to acquire skill, knowledge and merit for the graduation of prescribed courses while student’s brainpage is the outcome of knowledge transfer to meet the criteria of academic evaluation. That is why, the brainpage theory of knowledge transfer defined as system of school learnography is the future of school education to study the design, methods and advancement of mathematics, science and technology.

It’s a general concept that school homework is helpful in keeping children engaged in learning practices at home. Educators believe and fear that eliminating homework will increase time period on iPads and with social media. These electronic devices have become the default mechanism for children and adults when there is free time or boredom. So, they rush online to take the place of human interaction on social media or online chats. Educators suggest that parents want children to stretch and grow rather than be glued to a tablet. That is why homework is beneficial to rehearse, practice and make high speed modular brainpage for the proper transfer of school chapters.

The extraordinary story of Thai cave boys’ escape from snaking caverns of the Tham Luang caves of northern Thailand was not just followed in Thailand, but by millions of people around the world. British divers said that search operation was very dangerous and life threatening. The former Thai Navy SEAL, Saman Gunan, died during the rescue mission while supplying oxygen tank in the cave. Survival was the first factor in rescue operation and the boys expressed gratitude and happiness when they first met British divers. It was a really good success to save their lives and ambitions including the football coach, and they also wrote some notes to their parents and school. The first note came from one who did not include their name: “If they go out, they’d like to eat many things — they want to go straight to their home — not too much homework, please.

A child of five years’ age becomes very frightened and highly stressed when homework is not well-finished to attend her classroom. One of the secondary level students expressed his pathetic concern, “I used to be homework machine.” He developed severe problems with clinical anxiety. In real life situation, homework is associated with some level of stress for most children. However, for youth with an anxiety disorder, the pressure of assignments, tests, and deadlines can provoke panic and can disable them with fear. What can play an important role in helping these children to reduce stress in school system? That is the proper system of knowledge transfer launched in the fearless environment of learning development.

Parents often feel it’s their job to get their kids to do well in school. Naturally, you might get anxious about this responsibility as a parent. You might also get nervous about your kids succeeding in life—and homework often becomes the focus of that concern. But when parents feel it’s their responsibility to get their kids to achieve, they now need something from their children—they need them to do their homework and be a success. This is a statement of the trained educator and I do not agree that parents will play the role of teachers at home. School system is responsible to finish knowledge transfer completely in classroom, nothing would be left for home. Everything must be finished completely in school hours.

Classroom built on fear factors cannot produce students who are responsible for their own brainpage development and who will pursue self-directed learning from strong passion and not from hard pressure.

As with many functions of the nervous system, there are various regions of the brain involved in deciphering the default fear in humans. There may be a situation which incites fear in perception, at that time the amygdala and hippocampus of limbic circuit record and decode the active frightening events with emotional markers through synaptic plasticity. Stimulation to the hippocampus will cause the individual to remember many past details, memories and consequences surrounding the situation of fear factors.

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Plasticity and memory formation in the amygdala are generated by the projection of zeid factors. Amygdala circuit is a very important part of the brain to produce learning drives in the comprehensive study of mathematics, science and technology. By activating the brain circuits, we can launch fearless knowledge transfer in classroom through modular brainpage processing. The amygdala system of subcortical brain has reciprocal connections and so it communicates in both directions with prefrontal cortex, hypothalamus, sensory cortex, hippocampus, cingulate cortex, thalamus, septum and brainstem. This mechanism of brain circuits is efficient to launch pencil power and smooth knowledge transfer in classroom by applying the brainpage theory and dimensions of learnography.

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Pictures : Featured image from the Pexels, other student’s images showing homework preparation and learning activities

Resources :

  • Homework fear of children in heavily pressurized school system
  • Pedagogy and teaching theories of modern education
  • Concepts of school culture and significance of homework
  • Regulations and discipline of classroom management

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal


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