Student–Teacher Duo Presents at GWATFL Conference

Grant and Ms. Clyburn presented side by side, modeling a true partnership between student and teacher. “Conference attendees were particularly impressed by Grant’s confidence, poise, and insight, with one participant noting how powerful it was to hear homework discussed directly from a student perspective,” Ms. Clyburn said. 

The opportunity to present originated with Ms. Clyburn, who invited Grant to join her after recognizing the insight and thoughtfulness he regularly brought to class discussions and feedback. 

“Presenting at a professional educators’ conference as a student is a huge honor,” Grant said. “With encouragement from Ms. Clyburn and my family, I was excited to share the student perspective.”

Together, they began meeting during Grant’s study hall to reflect on homework practices in language classrooms from both student and teacher perspectives. What began as a collaborative brainstorm of ideas gradually evolved into a clear framework for rethinking homework through the lenses of accessibility, efficiency, and engagement.

At the conference, participants were invited to examine homework not just as an academic task, but as a process. Grant shared real-life examples of how layered steps such as multiple platforms, extra links, scanning assignments, or complicated submission requirements, can significantly increase the time and frustration involved in completing homework, even when the actual academic work is manageable.

“Sometimes the work itself might only take 10 minutes,” Grant explained, “but the process of accessing it, completing it, and submitting it can turn it into 30 or 45 minutes.”

The conference session centered on a simple but powerful framework for improving homework design: eliminate, optimize, and engage. Grant and Ms. Clyburn encouraged educators to first eliminate excess information, unnecessary steps, and tasks that do not clearly align with the learning goal. From there, they emphasized the importance of optimization: streamlining access to assignments, clarifying instructions, and using learning management systems such as Canvas more intentionally to reduce barriers before students even begin their work. 

As Ms. Clyburn noted, “We as teachers should ask our students for feedback regularly to better understand the student experience, especially the barriers to learning and what motivates them.”

Grant also shared his perspective on what makes homework truly meaningful. While auto-graded assignments can feel stressful and mechanical, he noted that creative and interactive tasks allow students to use language authentically. Real engagement, he explained, happens when students are able to connect emotionally and socially with what they are learning.

In addition to listening to and reflecting on Grant’s student perspective on homework experiences in language classrooms, conference participants also actively engaged throughout the session including:

Teachers left with practical strategies, guidance, and tools they could immediately apply in their own classrooms. 

The work doesn’t stop with the conference. Grant and Ms. Clyburn also shared their findings and case study with faculty at St. Andrew’s, continuing the conversation about how thoughtful homework design can support deeper learning across departments.

Explore the Upper School curriculum, and learn more about how teachers at St. Andrew's use research-informed strategies, such as rethinking homework design, to support student learning.