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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Home / Expert Articles / Child Behavior Problems / School & Homework

The Homework Battle: How to Get Children to Do Homework

By debbie pincus, ms lmhc.

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. I believe this need puts you in a powerless position as a parent because your child doesn’t have to give you what you want.

The battle about homework becomes a battle over control. Your child starts fighting to have more control over the choices in their life, while you feel that your job as a parent is to be in control of things. So you both fight harder, and it turns into a war in your home.

Over the years, I’ve talked to many parents who are in the trenches with their kids, and I’ve seen firsthand that there are many creative ways kids rebel when it comes to schoolwork. Your child might forget to do their homework, do their homework but not hand it in, do it sloppily or carelessly, or not study properly for their test. These are just a few ways that kids try to hold onto the little control they have.

When this starts happening, parents feel more and more out of control, so they punish, nag, threaten, and argue. Some parents stop trying altogether to get their children to do homework. Or, and this is common, parents will over-function for their kids by doing the work for them.

Now the battle is in full swing: reactivity is heightened as anxiety is elevated—and homework gets lost in the shuffle. The hard truth for parents is that you cannot make your children do anything, let alone homework. But what you can do is to set limits, respect their individual choices, and help motivate them to motivate themselves.

You might be thinking to yourself, “You don’t know my child. I can’t motivate him to do anything.” Many parents tell me that their children are not motivated to do their work. I believe that children are motivated—they just may not be motivated the way you’d like them to be. Keep reading for some concrete tips to help you guide them in their work without having to nag, threaten, or fight with them.

Also, keep in mind that if you carry more of the worry, fear, disappointments, and concern than your child does about their work, ask yourself, “What’s wrong with this picture, and how did this happen?” Remember, as long as you carry their concerns, they don’t have to.

Stop the Nightly Fights

The way you can stop fighting with your kids over homework every night is to stop fighting with them tonight. Disengage from the dance. Choose some different steps or decide not to dance at all. Let homework stay where it belongs—between the teacher and the student. Stay focused on your job, which is to help your child do their job. Don’t do it for them.

If you feel frustrated, take a break from helping your child with homework. Your blood pressure on the rise is a no-win for everyone. Take five or ten minutes to calm down, and let your child do the same if you feel a storm brewing.

Create Structure Around Homework Time

Set limits around homework time. Here are a few possibilities that I’ve found to be effective with families:

• Homework is done at the same time each night.
• Homework is done in a public area of your house.
• If grades are failing or falling, take away screen time so your child can focus and have more time to concentrate on their work.
• Make it the rule that weekend activities don’t happen until work is completed. Homework comes first. As James Lehman says, “The weekend doesn’t begin until homework is done.”

Let Your Child Make Their Own Choices

I recommend that your child be free to make their own choices within the parameters you set around schoolwork. You need to back off a bit as a parent. Otherwise, you won’t be helping them with their responsibilities.

If you take too much control over the situation, it will backfire on you by turning into a power struggle. And believe me, you don’t want a power struggle over homework. I’ve seen many kids purposely do poorly just to show their parents who’s in charge. I’ve also seen children who complied to ease their parents’ anxiety, but these same kids never learned to think and make choices for themselves.

Let Your Child Own the Consequences of Their Choices

I’m a big believer in natural consequences when it comes to schoolwork. Within the structure you set up, your child has some choices. They can choose to do their homework or not. And they can choose to do it well and with effort or not. The natural consequences will come from their choices—if they don’t choose to do their work, their grades will drop.

When that happens, you can ask them some honest questions:

“Are you satisfied with how things are going?”

“What do you want to do about your grade situation?”

“How can I be helpful to you?”

Be careful not to be snarky or judgmental. Just ask the question honestly. Show honest concern and try not to show disappointment.

Intervene Without Taking Control

The expectation is that homework is done to the best of your child’s ability. When they stop making an effort, and you see their grades drop, that’s when you invite yourself in. You can say:

“It’s my job to help you do your job better. I’m going to help you set up a plan to help yourself, and I will check in to make sure you’re following it.”

Set up a plan with your child’s input to get them back on their feet. For example, the new rules might be that homework must be done in a public place in your home until they get their grades back up. You and your child might meet with the teacher to discuss disciplinary actions should their grades continue to drop.

In other words, you will help your child get back on track by putting a concrete plan in place. And when you see this change, you can step back out of it. But before that, your child is going to sit in a public space and you’re going to monitor their work.

You’re also checking in more. Depending on your child’s age, you’re making sure that things are checked off before they go out. You’re adding a half-hour of review time for their subjects every day. And then, each day after school, they’re checking with their teacher or going for some extra help.

Remember, this plan is not a punishment—it’s a practical way of helping your child to do their best.

“I Don’t Care about Bad Grades!”

Many parents will say that their kids just don’t care about their grades. My guess is that somewhere inside, they do care. “I don’t care” also becomes part of a power struggle.

In other words, your child is saying, “I’m not going to care because you can’t make me. You don’t own my life.” And they’re right. The truth is, you can’t make them care. Instead, focus on what helps their behavior improve. And focus more on their actions and less on their attitude because it’s the actions that matter the most.

Motivation Comes From Ownership

It’s important to understand that caring and motivation come from ownership. You can help your child be motivated by allowing them to own their life more.

So let them own their disappointment over their grades. Don’t feel it more than they do. Let them choose what they will do or not do about their homework and face the consequences of those choices. Now they will begin to feel ownership, which may lead to caring.

Let them figure out what motivates them, not have them motivated by fear of you. Help guide them, but don’t prevent them from feeling the real-life consequences of bad choices. Think of it this way: it’s better for your child to learn from those consequences at age ten by failing their grade and having to go to summer school than for them to learn at age 25 by losing their job.

When Your Child Has a Learning Disability

I want to note that it’s very important that you check to see that there are no other learning issues around your child’s refusal to do homework. If they’re having difficulty doing the work or are performing below grade-level expectations, they should be tested to rule out any learning disabilities or other concerns.

If there is a learning disability, your child may need more help. For example, some kids need a little more guidance; you may need to sit near your child and help a little more. You can still put structures into place depending on who your child is.

But be careful. Many times, kids with learning disabilities get way too much help and develop what psychologists call learned helplessness . Be sure you’re not over-functioning for your learning disabled child by doing their work for them or filling in answers when they’re capable of thinking through them themselves.

The Difference Between Guidance and Over-Functioning

Your child needs guidance from you, but understand that guidance does not mean doing their spelling homework for them. Rather, it’s helping them review their words. When you cross the line into over-functioning, you take on your child’s work and put their responsibilities on your shoulders. So you want to guide them by helping them edit their book report themselves or helping them take the time to review before a test. Those can be good ways of guiding your child, but anything more than that is taking too much ownership of their work.

If your child asks for help, you can coach them. Suggest that they speak with their teacher on how to be a good student and teach them those communication skills. In other words, show them how to help themselves. So you should not back off altogether—it’s that middle ground that you’re looking for. That’s why I think it’s essential to set up a structure. And within that structure, you expect your child to do what they have to do to be a good student.

Focus on Your Own Goals

When you start over-focusing on your child’s work, pause and think about your own goals and what do you need to get done to achieve those goals. Model your own persistence and perseverance to your child.

Believe In Your Child

I also tell parents to start believing in their children. Don’t keep looking at your child as a fragile creature who can’t do the work. I think we often come to the table with fear and doubt—we think if we don’t help our kids, they’re just not going to do it.

But as much as you say, “I’m just trying to help you,” what your child hears is, “You’re a failure; I don’t believe you can do it on your own.”

Instead, your message should be, “I know you can do it. And I believe in you enough to let you make your own choices and deal with the consequences.”

Related content: What Can I Do When My Child Refuses to Go to School? “My Child Refuses to Do Homework” — How to Stop the Nightly Struggle Over Schoolwork

For more information on the concept of learned helplessness in psychology and behavior, we recommend the following articles:

Psychology Today: Learned Helplessness

VeryWell Mind: What Is Learned Helplessness and Why Does it Happen?

About Debbie Pincus, MS LMHC

For more than 25 years, Debbie has offered compassionate and effective therapy and coaching, helping individuals, couples and parents to heal themselves and their relationships. Debbie is the creator of the Calm Parent AM & PM™ program and is also the author of numerous books for young people on interpersonal relations.

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Frank My daughter Nina just turned 8 (Feb 11). She does not like to do homework one bit. Her teacher gives her homework every day except Friday. She loves Fridays because she doesn't like homework. She always hides her homework under her bed, refuses to do her homework, and in the More morning she tells her teacher "I lost it last night and can't find it!". She feels homework is a waste of time, yes, we all feel that way, but poor Nina needs to learn that homework is important to help you stay smart. She needs to start doing homework. How can I make her 2nd-grade brain know that homework is actually good? Is there a way to make her love, love, LOVE homework? Let me know.

Rebecca Wolfenden, Parent Coach We appreciate you writing in to Empowering Parents and sharing your story. Because we are a website aimed at helping people become more effective parents, we are limited in the advice and suggestions we can give to those outside of a direct parenting role. In addition to the tips in More the article above, it may be helpful to look into local resources to help you develop a plan for addressing these particular issues with your cousins, such as their doctor or their teachers. We wish you the best going forward. Take care.

Rebecca Wolfenden, Parent Coach I hear you. Homework can be a challenging, frustrating time in many families even under the best of circumstances, so you are not alone. When kids struggle with a subject, it can be even more difficult to get assignments completed. Although you didn’t indicate that your daughter More has ADHD, you might find some helpful tips in Why School is Hard for Kids with ADHD—and How You Can Help . Author Anna Stewart outlines techniques that can be useful to help make homework more interesting for kids with a variety of learning challenges in this article. You might also consider checking in with your daughter’s teacher, as s/he might have some additional ideas for engaging your daughter in her homework. Please be sure to write back and let us know how things are going for you and your family. Take care.

So, after reading this I get to say…GREAT…You really do not know my child.  We have done 100% of everything listed in this article.  In the end, my son has utterly declared “I DON’T CARE, AND I DON’T NEED SCHOOL”.  We have attempted a “reward” system as well, and that doesn’t work.  He cares about 3 or 4 things.  Nintendo DS, Lego, K’Nex, TV…all of those he has lost over the past year.  Now he reads, ALL the time.  Fine, but that doesn’t get his homework done.  It also doesn’t get anything else he needs to do done.  We’ve done “task boards”, we’ve done “Reward Systems”, we’ve done the “What is on your list to complete”.  EVERYTHING is met with either a full fledged meltdown (think 2 year old…on the floor, kicking and screaming and crying).  His IMMEDIATE response to ANYTHING that may interrupt him is “NO” or worse.  If something doesn’t go his way directly he throws a fit INSTANTLY, even if the response is “Give me a second” it’s NOW OR I’M DESTROYING SOMETHING.  He’s been suspended multiple times for his anger issues, and he’s only 10.  Unfortuantely we have no family history as he was adopted from Russia.  His “formal” diagnosis are ADHD and Anxiety.  I’m thinking there is something much more going on.  BTW: He did have an IQ test and that put him at 145 for Spacial and Geometric items, with a 136 for written and language.  His composite was 139, which puts him in the genius category, but he’s failing across the board…because he refuses to do the work.

Interesting article and comments. Our son (6th grade) was early diagnosed as ADHD and for the first 3 years of elementary school several of his teachers suggested he might require special education. But then the school counseling staff did a workup and determined that his IQ is 161 and from that point forward his classroom antics were largely tolerated as “eccentric”.  He has now moved to middle school (6th grade) and while his classroom participation seems to be satisfactory to all teachers, he has refused to do approximately 65% of his homework so far this school year. We have tried talking with him, reasoning with him, removing screen time, offering cash payments (which he lectures us as being unethical “bribes”), offering trips, offering hobbies and sporting events, and just about anything we can think of. Our other children have all been through the “talented and gifted” programs, but he simply refuses to participate in day-to-day school work. His fall report card was pretty much solid “F” or “O” grades. He may be bored out of his mind, or he may have some other issues. Unfortunately, home schooling is not an option, and neither is one of the $40,000 per year local private schools which may or may not be in a better position to deal with his approach to school.  Do “learning centers” work for kids like this? Paying somebody else to force him to do his homework seems like a coward’s solution but I am nearly at the end of my rope! Thanks..

RebeccaW_ParentalSupport 12yokosuka Many parents struggle with staying calm when their child is acting out and screaming, so you are not alone.  It tends to be effective to set up a structured time for kids to do their homework and study, and they can earn a privilege if they comply and meet More their responsibilities.  What this might look like for your daughter is that if she studies, she can earn her phone that day.  If she refuses, and chooses to argue or scream at you instead, then she doesn’t earn her phone that day and has another chance the next day.  You can read more about this in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/.  If you are also looking for resources to help you stay calm, I encourage you to check out our articles, blogs, and other resources on https://www.empoweringparents.com/article-categories/parenting-strategies-techniques/calm-parenting/.  Please let us know if you have any additional questions.  Take care.

Scott carcione 

I’m sorry to hear about the challenges you are experiencing with your

son.I also hear the different

approaches you and your ex are taking toward parenting your son.While it would be ideal if you were able to

find common ground, and present a consistent, united response to your son’s

choices, in the end, you can only https://www.empoweringparents.com/article/parenting-after-divorce-9-ways-to-parent-on-your-own-terms/.At

this point, it might be useful to meet with the school to discuss how you can

work together to hold your son accountable for his actions, such as receiving a

poor grade if he refuses to do his work.Janet Lehman discusses this more in https://www.empoweringparents.com/article/when-your-child-has-problems-at-school-6-tips-for-parents/.Take care.

It can be so challenging when your child is acting out at school, yet does

not act that way at home.One strategy I

recommend is talking with your son at home about his behavior at school.During this conversation, I encourage you to

address his choices, and come up with a specific plan for what he can do differently

to follow the rules.I also recommend

working with his teachers, and discussing how you can assist them in helping

your son to follow the rules.You might

find additional useful tips in our article, https://www.empoweringparents.com/article/acting-out-in-school-when-your-child-is-the-class-troublemaker/.Please be sure to write back and let us know

how things are going for you and your son.Take care.

I hear you.It can be so challenging

when your young child is having outbursts like this.A lot of young children tend to act out and

have tantrums when they are experiencing a big transition, such as starting a

new school or adjusting to having a younger sibling, so you are not alone.Something that can be helpful is to set up

clear structure and expectations around homework, as Janet Lehman points out in

https://www.empoweringparents.com/article/my-child-refuses-to-do-homework-heres-how-to-stop-the-struggle/.I also encourage you to set aside some time

for you to have https://www.empoweringparents.com/article/attention-seeking-behavior-in-young-children-dos-and-donts-for-parents/ with your daughter as well.Please be sure to write back and let us know

how things are going for you and your family.Take care.

JoJoSuma I am having the exact same problem with my 9 year old son. His grades are quickly falling and I have no idea why or where to begin with helping him turn things around. When he applies himself he receives score of 80% or higher, and when he doesn't it clearly shows and he receives failing scores. He, too, says that he doesn't do or want to do the work because it is boring, or that he "Forgot" or "lost it". He has started to become a disruption to the class and at this rate I am afraid that he will have to repeat 5th grade. I am also a single parent so my frustration is at an all time high. You are not alone and I wish you and your family the best.

Thank you so much for these tips RebeccaW_ParentalSupport because I SERIOUSLY had nowhere to turn and no clue where to begin. I have cried many nights feeling like I was losing control. I will try your tips and see where things go from here.

It’s not uncommon

for kids to avoid doing homework, chores or other similar tasks.  After

all, homework can be boring or difficult, and most people (both kids and adults

alike) tend to prefer activities which are enjoyable or fun.  This does

not mean that you cannot address this with your daughter, though. 

Something which can be helpful for many families is to set up a structured

homework time, and to require that your daughter complete her homework in order

to earn a privilege later on that evening.  You can read about this, and

other tips, in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please be sure to write back and let us know how things are going for you and

your daughter.  Take care.

Thestruggleisreal I'm just now signing up for these articles, I'm struggling with my 12 year and school work, she just doesn't want to do it, she has no care I'm world to do, she is driving me crazy over not doing, I hate to see her More fail, but I don't know what to do

FamilyMan888 

I can hear how much your

daughter’s education means to you, and the additional difficulties you are

facing as a result of her learning disabilities.  You make a great point

that you cannot force her to do her work, or get additional help, and I also

understand your concern that getting her teachers to “make” her do these things

at school might create more conflict there as well.  As James Lehman

points out in his article, https://www.empoweringparents.com/article/stop-the-blame-game-how-to-teach-your-child-to-stop-making-excuses-and-start-taking-responsibility/, lowering your expectations for your daughter due to her

diagnosis is probably not going to be effective either.  Instead, what you

might try is involving her in the https://www.empoweringparents.com/article/the-surprising-reason-for-bad-child-behavior-i-cant-solve-problems/, and asking her what she thinks she needs, and what she will do

differently, to meet classroom expectations.  Please be sure to write back

and let us know how things are going for you and your family.  Take care.

tvllpit Very effective to  kids age of 5, 7, and 11 years old. Thank you for sharing your idea.

Thank you for

your question.  You are correct that we recommend setting up a structured

time for kids to do homework, yet not getting into a power struggle with them

if they refuse to do their work during that time.  It could be useful to

talk with your 11 year old about what makes it difficult to follow through with

doing homework at that time, and perhaps experimenting with doing homework at

another time to see if that works more effectively.  In the end, though,

if your child is simply refusing to do the work, then we recommend giving a

consequence and avoiding a power struggle.  Megan Devine details this

process more in her article, https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please let us know if you have any additional questions.  Take care.

jovi916 I'm a mother to a 10 year old 5th grader. Since 3rd grade I've been struggling with homework. That first year, I thought it was just lack of consistency since my children go between mine and dad's house. I tried setting some sort of system up with More the teacher to get back on track, but the teacher said it was the child's responsibility to get the hw done. This year has been esp. Difficult. He stopped doing hw, got an F, so I got on him. He stared turning half done work, but same grades so I still got on him. Grades went up, I loosened up, then he stopped with in school work. Now it's back to not turning anything in, even big projects and presentations. He had never really been allowed to watch tv, but now it's a definite no, I took his Legos away, took him out of sports. Nothing is working. He's basically sitting at the table every night, and all weekend long in order to get caught up with missing assignments. I'm worried, and next year he'll be in middle school. I try setting an example by studying in front of him. My daughter just does her homework and gets good grades. Idk what to do.

I can hear your concern. Academic achievement is important

to most parents and when your children seem to be struggling to complete their

work and get good grades, it can be distressing. Ultimately, your childrens’

school work and grades are their responsibility. You shouldn’t have to quit

your own studies in order to help them improve theirs. The above article gives

some great tips for helping motivate your children to complete their homework.

We do have a couple other articles you may also find useful: https://www.empoweringparents.com/article/10-ways-to-motivate-your-child-to-do-better-in-school/ & https://www.empoweringparents.com/article/sinking-fast-at-school-how-to-help-your-child-stay-afloat/. We appreciate you

writing in and hope you find the information useful. Take care.

RNM I have the exact same issues with my 8 year old. It makes me feel like I'm doing something wrong. He's a smart kid, he just doesn't seem to care to do his homework let alone if he gets a bad grade as a result. He hates reading, but does More very well in spelling and science. Homework is an issue nightly and the teacher pulled me aside today to tell me again how much he talks in class and that now he isn't writing down his assignments and is missing 3 assignments this week. SMH, I don't know what to do anymore other than to coach him (some more) and take away basketball if he doesn't do his homework.

What?  "Let homework stay where it belongs—between the teacher and the student. Refuse to get pulled in by the school.."  I do not see the logic or benefit of this advice.  Homework, by definition, is the responsibility of the student and parent (NOT the teacher).  The teacher does not live at the student's home or run the house.  

In my opinion, the lack of parental involvement with academics often causes the low student performance evident across the U.S.  I do not agree with advocating for even LESS parental involvement.

I completely agree with you. Parental, or adult, engagement at home can be a deal-maker/breaker when it comes to student performance. I subscribe to theories that differ from the author's.

First, if an adult is involved with the child and his activities, then the child will commonly react with "hey, somebody cares about me" leading to an increased sense of self-worth. A sense of caring about one's-self leads to caring about grades and other socially acceptable behaviors (Maslow).

Secondly, I am a FIRM believer in the techniques of behavior modification through positive reinforcement (Karen Pryor). It's up to an invested adult to determine what motivates the student and use those motivators to shape and reinforce desirable behavior such as daily homework completion. A classroom teacher has too many students and too little time to apply this theory.

Letting a child sink or swim by himself is a bad idea. Children have only one childhood; there are no do-overs.

And yes, children are work.

Many experience similar feelings of being at fault when

their child fails, so, you’re not alone. Truth of the matter is, allowing your

child to experience natural consequences of their actions by allowing them to

fail gives them the opportunity to look at themselves and change their

behavior.  We have a couple articles I think you may find helpful: When You Should Let Your Child Fail: The Benefits of Natural Consequences & 5 Natural Consequences You Should Let Your Child Face . Good luck to you and

your family moving forward. Take care.

hao hao It is so true, we can't control our children's home. It is their responsibility. But they don't care it. What can we do it?

indusreepradeep

How great it is that you want to help your brother be more

productive with his homework. He’s lucky to have a sibling who cares about him

and wants him to be successful. Because we are a website aimed at helping

parents develop better ways of managing acting out behavior, we are limited in

the advice we can offer you as his sibling. There is a website that may be able

to offer you some suggestions. http://www.yourlifeyourvoice.org/

is a website aimed at helping teens and young adults figure out ways of dealing

with challenges they may be facing in their lives. They offer several ways of

getting support, such as by e-mail or text, through an online forum and chat,

and also a call in helpline. You can check out what they have to offer at http://www.yourlifeyourvoice.org/. Good luck

to you and your family moving forward. Take care.

Kathleenann indusreepradeep

Thank you so much for your humble support....

It sounds like you have done a lot

of work to try to help your daughter achieve her educational goals, and it’s

normal to feel frustrated when she does not seem to be putting in the same

amount of effort.  It can be useful to keep your focus on whether your

daughter is doing her work, and to keep that separate from whether she “cares”

about doing her work.  Ultimately, it is up to your daughter to do her

work, regardless of how she appears to feel about it.  To that end, we

recommend working with the various local supports you have in place, such as

her therapists and others on her IEP team, to talk about what could be useful

to motivate your daughter to do her school work.  Because individuals with

autism can vary greatly with their abilities, it’s going to be more effective

to work closely with the professionals who are familiar with your daughter’s

strengths and level of functioning in order to develop a plan to address this

issue.  Thank you so much for writing in; we wish you and your daughter

all the best as you continue to address her difficulties with school. 

is there a blog for parents that went to Therapeutic boarding schooling for their adolescent?

Responses to questions posted on EmpoweringParents.com are not intended to replace qualified medical or mental health assessments. We cannot diagnose disorders or offer recommendations on which treatment plan is best for your family. Please seek the support of local resources as needed. If you need immediate assistance, or if you and your family are in crisis, please contact a qualified mental health provider in your area, or contact your statewide crisis hotline.

We value your opinions and encourage you to add your comments to this discussion. We ask that you refrain from discussing topics of a political or religious nature. Unfortunately, it's not possible for us to respond to every question posted on our website.

• 1. "My Child Refuses to Do Homework" — How to Stop the Nightly Struggle Over Schoolwork
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do in English – auxiliary and main verb

Is do an auxiliary or a main verb.

The verb do can be an auxiliary verb or a main verb in English.

1. do as a main verb

1.1. do as a main verb in simple present (do, does, don't, doesn't), 1.2. do as a main verb in simple past (did, didn't), 1.3. do as a main verb – past participle (done), 1.4. do as a main verb (present progressive, gerund, present participle) – (doing), 2. do as an auxiliary, 2.1. do as an auxiliary in negations in the simple present.

I do n't do my homework in the evenings.*

2.2. do as an auxiliary in negations in the Simple Past

I did n't do my homework yesterday evening.**

2.3. do as an auxiliary in quesions in the Simple Present

Do you like rugby? – Does he like rugby?

2.4. do as an auxiliary in quesions in the Simple Past

Did you see Peggy yesterday? When did you get up this morning?

2.5. do with the negative imparative

Do n't sing under the shower.

* Here we use do in the negative sentence as an auxiliary and do as a main verb .

** Here we use did in the negative sentence as an auxiliary and do as a main verb .

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14 fascinating teacher interview questions for principals, tips for success if you have a master’s degree and can’t find a job, 14 ways young teachers can get that professional look, which teacher supplies are worth the splurge, 8 business books every teacher should read, conditional admission: everything you need to know, college majors: everything you need to know, 7 things principals can do to make a teacher observation valuable, 3 easy teacher outfits to tackle parent-teacher conferences, 21 strategies to help students who have trouble finishing homework tasks.

Are you looking for strategies to help students who have trouble finishing homework tasks? If so, keep reading.

1. Chart homework tasks finished.

2. Converse with the learner to explain (a) what the learner is doing wrong (e.g., not turning in homework tasks ) and (b) what the learner should be doing (i.e., finishing homework tasks and returning them to school).

3. Urge the learner to lessen distractions to finish homework (e.g., turn off the radio and/or TV, have people whisper, etc.).

4. Take proactive steps to deal with a learner’s refusal to perform a homework task to prevent contagion in the classroom (e.g., refrain from arguing with the learner, place the learner at a carrel or other quiet space to work, remove the learner from the group or classroom, etc.).

5. Select a peer to model finishing homework tasks and returning them to school for the learner.

6. Urge the learner to realize that all behavior has negative or positive consequences. Urge the learner to practice behaviors that will lead to positive outcomes.

7. Urge the learner to set up an “office” where homework can be finished.

8. Get the learner to assess the visual and auditory stimuli in their designated workspace at home to ascertain the number of stimuli they can tolerate.

9. Create an agreement with the learner and their parents requiring that homework be done before more desirable learning activities at home (e.g., playing, watching television, going out for the evening, etc.).

10. Make sure that homework gives drill and practice rather than introducing new ideas or information.

11. Designate small amounts of homework initially . As the learner shows success, slowly increase the amount of homework (e.g., one or two problems to perform may be sufficient to begin the homework process).

12. Provide consistency in assigning homework (i.e., designate the same amount of homework each day).

13. Make sure the amount of homework designated is not excessive and can be finished within a sensible amount of time. Remember, secondary students may have six or seven teachers assigning homework each day.

14. Assess the appropriateness of the homework task to determine (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

15. Praise the learner for finishing homework tasks and returning them to school: (a) give the learner a concrete reward (e.g., classroom privileges, 10 minutes of free time, etc.) or (b) provide the learner an informal reward (e.g., praise, handshake, smile, etc.).

16. Praise the learner for finishing homework tasks based on the number of tasks the learner can successfully finish. As the learner shows success, slowly increase the number of tasks required for reinforcement.

17. Praise those students who finish their tasks at school during the time given.

18. Send home only one homework task at a time. As the learner shows success finishing tasks at home, slowly increase the number of homework tasks sent home.

19. Show the tasks in the most attractive and exciting manner possible.

20. Find the learning materials the learner continuously fails to take home. Give a set of those learning materials for the learner to keep at home.

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend .

How to Renew or Reinstate a Teachers ...

Milestones of reading development.

Matthew Lynch

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September 23, 2022

How to encourage students to do their homework.

Homework is one of those things you do because it needs to be done. But what happens when students struggle to complete assignments? Researchers have discovered that children who have difficulty completing homework tasks often lack executive function skills. Executive function refers to a set of abilities that allow people to plan, organize, prioritize, problem solve, and pay attention.

The good news is that there are ways to teach students the skills necessary to complete homework effectively. In this article, we explore the various factors that keep students from completing their homework, and how these factors can be dealt with.

What can you do if a student refuses to do work?

Most teachers have been in a situation where students refuse to do the work they are assigned. Whether it is because they don't understand the assignment or because they feel like they can’t do it, there are several things that teachers can do to help them learn to overcome obstacles.

For example, you can ask the student to explain the reasoning behind his or her refusing to do the work. If he or she is struggling because of personal reasons, you can allow the student to hand in the work later, or even assign an extra credit for the completed assignment. You can also provide additional instructions if needed.

How to get homework done quickly

What are the reasons why students don't do their homework?

There are different reasons why a student might not complete his homework but this problem is generally attributed to two primary factors:

Lack of understanding: Sometimes students don’t understand their homework assignments so they ignore them instead of reviewing what they learned in class.

Lack of motivation: Some students may not want to do the work because they are bored with the subject matter. Others may believe that they are incapable of completing the task. They may also dislike the way you teach the material. Whatever the reason, it is important to remember that every person learns differently so it’s important to find ways to motivate each student.

Tips to encourage students to do their homework

Getting kids to do their homework, after going through an entire school day, can be complicated. However, there are things that you can do to encourage students to complete their homework and elevate their learning experience .

Use a digital student planner

It can be difficult to get student learning practices right. However, there are things you can do to help your students optimize time management. A digital student planner makes it easier for today's Internet-savvy students to stay on top of their work.

With so much homework being assigned every day, it’s easy for students to get overwhelmed. Thankfully, with a planner, they can easily see what they have to do, by day and by week, and therefore dedicate time to each homework assignment. This helps improve grade levels and prevents late assignments.

Why are planners helpful for students?

Create a clear homework policy

With a clear homework policy, you communicate expectations consistently. This helps students understand what they must do to meet these expectations. You might say something like "I expect my students to turn in homework on Monday" or "I expect my students' homework to resolve math practice questions every night".

Break down tasks

One thing that works really well is breaking down large assignments into smaller ones . Instead of tackling a huge project all at once, try breaking it up into smaller pieces. For example, say you want to write a paper for English class. Instead of writing the whole thing at once, start by writing a rough draft of the introductory paragraph. Once you've finished that, move on to the body paragraphs. When you finish those, go back and add the conclusion.

Talk through problems

Students are often frustrated when they hit a roadblock while completing assignments so it’s important to find a way to help them overcome those challenges. The best way to do this is to simply talk to them about the issues they are facing and provide help when needed.

Provide adequate support

If you want your students to succeed, make sure that they have access to sufficient resources. For example, provide ample time for students to complete their homework. If you've got limited time, consider providing additional materials, such as worksheets or study guides. You can also leverage online tools to help them keep track of their progress. You might even want to consider integrating team-based learning into your homework policy to allow students to collaborate on project ideas. This will also encourage the development of listening skills and social skills .

The best digital student planner

A planner can help students manage their time better and develop good study habits. Studyo developed a digital student planner that allows students to easily stay on top of the work they have to do. Whether it is a quick math paper, or a long-term project, they will know exactly what they need to do and by what date.

Our planner automatically syncs to Google Classroom. This means that assignments are instantly uploaded to it and  ensures that students don’t miss assignments. Our student planner is personalized to your school and allows students to track their progress.

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How to Help Your Sibling with Homework

Last Updated: April 15, 2024

This article was co-authored by Alexander Ruiz, M.Ed. . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. This article has been viewed 38,042 times.

We've all been there—a younger (or older) sibling is struggling with a school assignment and asks for help with their homework. While it can be flattering to be asked for help, and often fun to work on an assignment together with your sibling, sometimes it's tough to know how best to help them with their homework. Finding the time to work together with your sibling can be difficult, but also rewarding. You can help your sibling with their homework by monitoring their efforts and helping them when they struggle, and also by making sure they stay focused and take breaks when needed.

Preparing to Help with Your Sibling's Homework

• Which subject is your sibling working on? Are they writing an essay, or solving multiple-choice questions?
• Look over a hard copy of your sibling's assignment. If they're confused, read over the assignment with them.

• “What don't you understand about the assignment?”
• “What methods did the teacher ask you to use when you work on this homework?”
• It may be the case that your sibling misunderstands a small point, and once you explain this to them, they will excel on the rest of their homework.

• Have your sibling schedule their homework for a single block of time, before dinner, and without TV or other distractions.
• Don't wear yourself out with helping your sibling. Try to avoid helping with their homework every day; limit yourself to two or three days a week.

• For example, your sibling may prefer to work in the relative quiet of a bedroom or study room.
• Alternately, they may prefer to work in the busy and stimulating atmosphere of a kitchen or dining room.
• If your sibling is in high school or college, you could take them to a coffee shop or café and help them work there.

Working with Your Sibling on Homework

• Show your sibling the error they have made, and ask if they have ideas about how to fix it.
• If your sibling does not understand a core concept of the assignment, explain it to them, but do not complete the homework for them.
• Come up with a model or example of a problem similar to the one your sibling is struggling with, then ask them to think through the example you created and solve it. You may be able to find such models and examples online, as well as tutorials that walk you through the process, which can be a helpful learning tool.

• While you're working with your sibling, say things to encourage their work, such as, “You're doing a great job; this is a tough subject to work on,” or, “I'm proud of how much progress you've made so far.”

• Explain the topic to your sibling and ask them to create a drawing about the term described. This is especially useful in fields like math or science.

• Youtube has a wealth of instructional videos. Start here, and branch out into other sites if Youtube does not have what you're looking for.
• This will work for siblings at any level—there are many useful instructional videos for high-school (or even college-) age students.

• Rather than simply handing out answers, explain the concept underlying your sibling's homework, and see if they can work out for themselves how the problem should be solved.

• Suppose your sibling has 1 hour of homework. Break for a maximum of 10 minutes after half an hour.
• Eat a healthy snack. You may have fruits, juice, milk, or crackers in your break time. Have a light snack and start with your assignments again.

Letting Your Sibling Learn for Themselves

• Ask your sibling to explain the answer of a problem. This will test if they understand the problem for themselves, or are just parroting your answer back to you.

• For example, if there are three similar math problems, you could show your sibling how to solve the first one, and let them solve the second and third problems on their own. Note if the subsequent problems get more difficult and make sure your sibling understands how to complete the additional steps, if applicable.

• A local public library. This will have books and reference materials that can help your sibling learn more about any subject.
• Useful websites. Aim to find academic reference sites that your sibling can refer to. Focus on sites that end in .edu, .org, or .gov as .com sites are commercially based and may provide biased information.
• For younger children, show them where they can find school supplies such as pencil, paper, crayons, and markers in the home.

Expert Q&A

• Finish with the difficult assignments first. Ask your sibling to do the easier work later on. Thanks Helpful 0 Not Helpful 0
• Do not ask your sibling to finish their homework right after they get home from school. Let them take a few minutes to rest, have a snack, etc.—then start the homework. Thanks Helpful 0 Not Helpful 0
• Make sure to leave yourself enough time to complete your own homework, if you're still in school. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ Alexander Ruiz, M.Ed.. Educational Consultant. Expert Interview. 4 August 2020.
• ↑ https://www.noodle.com/articles/managing-homework-help-from-older-siblings

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Teen Takes Forever with Homework

I am also betting that by delaying his homework, he gets out of chores or other responsibilities or gets to stay up late. Again, if this is so, he is not taking responsibility -- you are. And you are going to really start resenting him. Set the boundaries. Limit homework time -- two hours is usually plenty at the middle level. Keep a regular schedule. If he can't finish in the time allotted, he must still do his chores and go to bed on time.

Homework is the child's responsibility. He must take the consequences of not finishing it. If you are patient and stick to the schedule and rules you have set up, it will only take a few zeros or late grades to motivate him to finish on time. Another great result: He will feel empowered because he has taken charge of his own learning.

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Does do his homework or does do homework?

• Thread starter lola77777
• Start date Oct 7, 2010

• Oct 7, 2010

Hola... Quisiera saber como se diría correctamente a) Does Peter do his homework in the evenings? b) Does Peter do homework in the evenings? Gracias  

Senior Member

Both are correct. They could be interpreted differently, though: a) Does Peter do his homework in the evenings? Does he do all of his homework? b) Does Peter do homework in the evenings? Does he do homework (or something else)? Context is everything, though.  

horsewishr said: Both are correct. They could be interpreted differently, though: a) Does Peter do his homework in the evenings? Does he do all of his homework? b) Does Peter do homework in the evenings? Does he do homework (or something else)? Context is everything, though. Click to expand...

aztlaniano said: Welcome, lola77777! Se pueden usar las dos versiones. Tratándose de una pregunta, también podría ser: Does Peter do any home work ...? ( Does Peter do any of his homework in the evenings? Does Peter often/always/usually do (his) homework in the evenings? Hay matices, los significados son algo diferentes. Si pregunto, por ejemplo, "Does Peter do any of his homework in the evening" podría implicar (¿O es que hace las tareas sólo a la hora de comer?) (He traspado esta entrada desde el foro de vocabulario y he pedido que el hilo allí se quite, ya que tenemos este.) Click to expand...

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He must do his homework.. He must do his homework.

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turn right turn left intersection straight.

Can, Can’t, Must et Mustn’t. Can sert à exprimerla capacité, la possibilité Can sert à demander la permission Can’t sert à exprimerl’incapacité, l’impossibilité.

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Did he does his homework? or Did he do his homework? Which one is the correct sentence? See a translation

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"Did he do his homework" is correct. Verb after did need to be in its base form.

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• Donald Trump

Fact-Checking What Donald Trump Said in His 2024 Interviews With TIME

Read our full cover story on Donald Trump here . You can also read the transcript of the interviews here and a full fact check here .

Former President Donald Trump sat down for a lengthy interview with TIME on April 12 at his Mar-a-Lago Club in Palm Beach, Fla. He continued the discussion in a follow-up call on April 27. During those exchanges with TIME national politics reporter Eric Cortellessa, Trump made a number of claims that lacked context or were not supported by facts.

Below is a review of dozens of Trump’s statements from both interviews. TIME has also published the transcripts of those conversations.

What Trump Said:  “What's happening to us, with probably 15 million and maybe as many as 20 million by the time Biden's out. Twenty million people, many of them from jails, many of them from prisons, many of them from mental institutions.”

The Facts: Trump is talking about the undocumented population. The current undocumented population is not known. The Department of Homeland Security estimated there were 11.4 million as of 2018. Several groups have estimated the population is between 11 and 11.5 million as of 2022.

What Trump Said: “These aren’t civilians. These are people that aren’t legally in our country.”

The Facts: A civilian is commonly defined as anyone who is not an active member of the armed forces. Immigration status does not factor into whether someone is a civilian. Any person in the U.S., regardless of their immigration status, may be entitled to many of the same constitutional rights as U.S. citizens, including the right to due process and equal protection.

What Trump Said: “It was done by Obama in a form of jails, you know, prisons.”

The Facts: Trump was talking about building migrant detention camps. The Obama administration did hold undocumented migrants in detention facilities. In spring 2014, there was a wave of illegal border crossings by migrants fleeing Central America. After border detention cells in McAllen, Texas, filled to capacity, border patrol agents placed immigrant families in “sally port” areas outside of the detention centers. Amid an outcry over the dismal conditions, the government converted a nearby empty warehouse into a new holding facility. 

Read More: Trump Hits Netanyahu on Oct. 7; Says Other Israeli Leaders 'Could Do a Good Job'

What Trump Said: “ I completed what I said I was going to do, much more than I said I was going to do … I built much more wall than I thought necessary.”

The Facts: Throughout the 2016 campaign, Donald Trump promised to build a wall across the southern border and have Mexico pay for it. Neither happened. Trump was unable to secure border wall funding from Congress and instead directed military funds to construct portions of it. By the time he left office, the Trump administration built roughly 450 miles of border barriers along the U.S. Mexico border, much of it replacing dilapidated barriers that were already there. America’s southern border stretches for nearly 2,000 miles across four separate states. 

What Trump Said: “China was going along making $500-600 billion a year and nobody was ever even mentioning it until I came along.”

The Facts: In 2017, the year Trump took office, the U.S. imported $505 billion from China and exported $130 billion, leaving the US.-China trade deficit at $375 billion . In 2018, the deficit rose to $418 billion, the highest it’s been since 1985. In Dec. 2020, just before Trump left office, the trade deficit was $308 billion.

What Trump Said: “We ended up handing over a higher stock market substantially than when COVID first came in.”

The Facts: The CDC reported its first COVID cases in the U.S. in January 2020. On Jan. 2, 2020, the S&P 500 closed at 3257.85 . When President Biden took office in January, 2021, the S&P 500 closed at 3851.85, up 594 points.

What Trump Said: “We had the greatest economy in history. And Moody’s acknowledges that.”

The Facts: Moody’s did not say Trump “had the greatest economy in history.” In Oct. 2019, the company’s modeling predicted that Trump would win in 2020 if the economy held up.

Read More: Donald Trump Calls for Evan Gershkovich's Release

What Trump Said: “China was dumping massive amounts of steel into our country. And we saved the steel industry.”

The Facts: In March 2018, Trump imposed a 25% tariff on imported steel, aiming to increase demand for domestic steel. The tariff temporarily drove up steel prices in the U.S., diminishing demand and sparking job cuts in U.S. industries reliant on steel, such as Michigan auto makers like General Motors and Ford. Entire steel operations shuttered , including the Great Lakes Works, where 1,250 people lost their jobs. As domestic steel prices increased, increasingly competitive imports drove the prices down again, and Trump rolled back the tariff for multiple countries in response. 

Toward the end of Trump’s term, the steel industry overall employed 1,900 fewer steel workers than it did when he took office. One study found Trump’s steel and aluminum tariffs resulted in an estimated net loss of 75,000 American manufacturing jobs within a year. Michigan was hit especially hard—between the time Trump announced the steel tariffs and August 2020, the state’s metal manufacturers alone employed 7,300 fewer people.

What Trump Said: “We can’t do business with India, because they charged us with such a big tariff. It was over 100%.”

The Facts: Trump was talking about high tariffs India previously levied on motorcycles that affected U.S.-based Harley Davidson. Trump has brought up this specific tariff before. In 2017, India levied a 100% tariff on motorcycles, however most of the company's motorcycles were assembled at their factory outside of New Delhi, exempting the company from import tariffs. (The plant shut down in 2020.) India later lowered its tariff on imported motorcycles to 50%, according to 2022 data .

What Trump Said: “Mexico has taken 31% of our auto manufacturing auto business.”

The Facts: Trump has said this before, including in a 2019 interview on CNBC. The independent research firm, the Center for Automotive Research, told the network they knew of no data or examples to support Trump’s claim. "There are no cases that I can name where an automaker closed a plant in the U.S., moved that work, opened a new plant in Mexico, and you can definitely call it a replacement," said one of the group’s researchers Bernard Swiecki . That said, the Mexican auto manufacturing industry has grown in recent years. As of the end of 2023, Mexico was the world’s seventh largest passenger vehicle manufacturer. Eighty-eight percent of those vehicles are exports, with 76 percent going into the United States, according to the International Trade Administration.

What Trump Said: “I even built the embassy. And it’s a beautiful embassy for a lot less money than anybody ever thought possible.”

The Facts: Trump is talking about his decision to move the U.S. Embassy from Tel Aviv to Jerusaem, which he announced in December 2017. In early 2018, Trump claimed the U.S. would spend only $200,000 to $300,000 on the project. The embassy opened in May 2018, with the U.S. originally spending just under $400,000 on modifications to the site. But just months after the opening, Desbuild Limak, a Maryland-based firm, was awarded a $21.2 million contract from the State Department to design an extension and security enhancements—upgrades that put the embassy's cost more than $20 million over budget.

Read More: Exclusive: Trump Says ‘Anti-White Feeling’ Is a Problem in the U.S .

What Trump Said: “The people of Israel appreciate it. I have like a 98%—I have the highest approval numbers.

The Facts: Recent polls do not show Trump having a 98% approval rating in Israel. A March 2024 survey by Israeli television station Channel 12 found that 44% of Israelis would like to see Donald Trump return to the White House in 2025, and 30% would like to see Joe Biden serve a second term. 

What Trump Said: “Every legal scholar for 53 years has said that issue is a state issue from a legal standpoint … Every legal scholar, Democrat, Republican, and other wanted that issue back at the states. You know, Roe v. Wade was always considered very bad law. Very bad.”

The Facts: Not every legal scholar in the last half century has believed Roe v. Wade to be “very bad.” Many viewed the ruling as rightly decided, believing the implied right to privacy in the Constitution extended to medical procedures like abortions. Some scholars have previously criticized the decision for, among other reasons, being too narrow in scope.

What Trump Said: “You take a look at not only his criminal acts of taking a lot of money and being a Manchurian candidate … He’s committed many crimes.”

The Facts: Trump was talking here about allegations he and other Republicans have made about President Joe Biden. House Republicans have led a year-long effort to impeach Biden, with the investigation largely focusing on the possibility of Biden’s involvement in the overseas business dealings of his son, Hunter Biden. The investigation has thus far produced no evidence of criminality.

What Trump Said: “It’s not even a criminal case.”

The Facts: Trump was talking about his ongoing trial in Manhattan, where he faces 34 felony counts of falsifying business records, connected to his role in a $130,000 hush-money payment to adult film star, Stormy Daniels, ahead of the 2016 presidential election. New York statute considers the falsification of business records on its own to be a misdemeanor, but a felony if it was done in furtherance of another crime. The Manhattan District Attorney’s office alleges that Trump’s second crime stems from violations of election law. Trump has pleaded not guilty to the charges, as well as those in three other criminal cases. He is the first former U.S. President to face criminal charges of any kind.

Read More: The Story Behind TIME’s ‘If He Wins’ Donald Trump Cover

What Trump Said: “His head of the Justice Department, one of the top few people, was put into the DOJ. Fani, Mr. Wade, Fani’s lover, spent hours in Washington working on my case. The DOJ worked with Letitica James on my case. The DOJ worked with deranged Jack Smith. He’s a deranged person on my case … It’s called election interference.” 

The Facts: Trump was referring to Matthew Colangelo, a former senior official at the Justice Department who left the agency to become Senior Counsel to Manhattan District Attorney Alvin Bragg. Before serving in the DOJ, Colangelo worked in the New York Attorney General’s office, where he led the office’s civil fraud inquiry into the former President and the Trump Organization. Trump supporters have suggested the connection is a sign that President Joe Biden had a hand in Bragg's prosecution against Trump. The DA has charged Trump with falsifying business records to conceal a hush money payment to a porn star during the 2016 election. No evidence of Biden’s involvement in the New York case has ever come to light.

There is likewise no evidence that Nathan Wade, a former prosecutor in the Fulton County indictment of Trump for election interference, or New York Attorney General Letitia James, colluded with Biden’s Justice Department in their respective cases. 

In November 2022, Attorney General Merrick Garland appointed Jack Smith as Special Counsel overseeing the federal investigations into Trump’s attempt to overturn the 2020 election, and Trump’s handling of classified documents after he left office. The announcement came shortly after Trump announced he was running for the 2024 GOP presidential nomination. Special Counsels are appointed to ensure the independence of prosecutors when there is the potential for a conflict between the attorney general, who is a political appointee, and the subject of the investigation.

What Trump Said: “That was done by a political lawyer in front of a highly, in my opinion, a totally inappropriate judge, who was conflicted for a lot of reasons.”

The Facts: Trump is talking about the E. Jean Carroll defamation case, in which the jury ordered Trump to pay Carroll $83.3 million in damages. Trump’s attorney Alina Habba tried to argue that the U.S. district judge presiding over the case, Lewis Kaplan, faced conflicts of interest, claiming that the judge had once served as a mentor to E. Jean Carroll’s lead attorney, Roberta Kaplan (no relation) when they both worked at the same law firm in the 1990s. After Habba called their relationship “incestuous,” Roberta Kaplan responded in a letter to the court in which she said she had no recollection of interacting with the judge during that period. Habba promptly retracted the accusation and said the matter had been “resolved.”

What Trump Said: Biden “is willing to hurt a former President who is very popular, who got 75 million votes. I got more votes than any other sitting president in history.”

The Facts: Trump received 74.2 million votes in the 2020 general election, and Biden received 81.3 million. Given population growth in the U.S., the number of votes cast in the general presidential election usually increases each cycle. In most cases going back to the country’s founding, each sitting President has drawn more votes in his re-election bid than any of his predecessors.

Read More: Read the Full Transcripts of Donald Trump's Interviews With TIME

What Trump Said: “It’s a two-tier system. Because when I look at Portland, when I look at Minneapolis, where they took over police precincts and everything else, and went after federal buildings, when I look at other situations that were violent, and where people were killed, nothing happened to them. Nothing happened to them. I think it’s a two-tier system of justice.”

The Facts: Trump is talking about the law enforcement response to Black Lives Matter protests in 2020. A review by The Associated Press found more than 300 federal cases were filed nationwide in connection with 2020 protests; more than 120 people were convicted or pleaded guilty to their charges. Of the roughly 70 people sentenced by Aug. 2021, the average sentence length was 27 months in prison, with at least 10 people receiving sentences of five years or more.

 In Portland, Ore., BLM protests stretched on for months and were largely described as peaceful, although some became violent or resulted in property destruction like arson or looting. Police arrested nearly 1,000 protestors, and roughly 90% of the charges were eventually dropped. Nearly 70% of the people arrested had been charged with “interfering with a peace officer” and “disorderly conduct,” which in those cases often meant protesting in the street when directed to stop. The U.S. Attorney also filed federal charges against dozens of protestors in Portland. Prosecutors ultimately dropped 47 of them. Multiple defendants pleaded guilty and were sentenced to prison. 

One person in Portland was shot and killed during a clash of counter-protestors, and a task force led by federal officials later shot and killed the suspect in that homicide. 

Some of the most intense reactions to the aftermath of George Floyd’s death on May 25, 2020, were in Floyd’s city of Minneapolis. Arsonists set more than 150 fires to structures in the following week. On May 28, rioters surrounded the local precinct of the four officers who would be charged in connection to Floyd’s death. Officers and officials abandoned the structure, and demonstrators set the station on fire. Police arrested hundreds, giving most of the protestors misdemeanor citations for breaking an imposed curfew. Seventeen people were charged with arson-related crimes, and 16 of them were sentenced to prison for anywhere from two to ten years.

What Trump Said: “And whether you like it or not, nobody died other than Ashli.”

The Facts: A bipartisan Senate report found that seven people lost their lives in connection to the Jan. 6 attack on the Capitol.

Four people in the crowd died, including Ashli Babbitt, who was fatally shot by a Capitol Police officer. Kevin Greeson died of a heart attack, and Benjamin Philips died of a stroke. Rosanne Boyland was crushed by a stampede. A Washington medical examiner determined that Greeson and Philips died from natural causes, and that Boyland’s death was caused by an accidental overdose. 

In the days and weeks after the attack, three police officers died. Howard S. Liebengood, a Capitol Police officer, and Jeffrey Smith, a Metropolitan police officer, both died by suicide. Capitol Police officer Brian D. Sicknick died on Jan 7, after undergoing multiple strokes in the hours after he confronted the rioters.

What Trump Said: “I’m the one that tried to stop it. I offered 10,000 soldiers and Nancy Pelosi turned me down. So did the mayor of Washington. She turned me down in writing.”

The Facts: Trump did not offer 10,000 soldiers to protect the Capitol. He has made prior false claims that he ordered the deployment of 10,000 National Guardsmen on Jan. 6 to control crowds who would attend his rally, and that House Speaker Nancy Pelosi blocked the instruction. According to the official Department of Defense timeline of events associated with Jan. 6, no such order existed. D.C. Mayor Muriel Bowser had previously requested 340 National Guard troops for that day from the Department of Defense.

Read More: Donald Trump Says Political Violence ‘Depends’ on ‘Fairness’ of 2024 Election

What Trump Said: “I have a lawsuit against Pulitzer Foundation over the Russia, Russia, Russia hoax, because they talked about it for two and a half years and it turned out to be a total scam. And then certain writers got Nobel Prizes.”

The Facts: Trump filed a defamation lawsuit against the Pulitzer Prize Board in Dec. 2022 because it had awarded its prestigious National Reporting prize in 2018 jointly to the New York Times and Washington Post for their reporting on the Trump campaign’s alleged collusion with Russia over the 2016 election. In response, Trump appealed the reward and requested that the Pulitzer board review the choices for factual inaccuracies. Upon completing two independent reviews of the 20 articles, the Pulitzer board released a statement declining to revoke the award. Afterwards, Trump sued the Pulitzer board for defamation. 

None of the writers involved with the Pulitzer-Prize winning coverage have received Nobel Prizes.

What Trump Said: “We were spending almost 100% of the money on NATO. We were protecting Europe and they weren’t even paying … Only eight countries were paying. The rest of them were delinquent.” 

The Facts: In 2006, NATO members agreed that each country would allot 2% of its Gross National Product to defense spending. The agreement, a defense investment guideline, ensures the Alliance's collective military readiness . It is not a bill, but rather a voluntary spending guideline for each country’s military budget. In 2017, four countries were meeting the target, according to NATO records. By 2020, nine were. In February, Secretary General Jens Stoltenberg said he “expects 18 Allies to spend 2% of GDP on defense in 2024—a six-fold increase since 2014 when only three Allies met the target.”

What Trump Said: “Biden has the right to close up the border right now. He doesn’t need anything from Congress.”

The Facts: To “close the border,” migrants would have to be banned from claiming asylum. Biden has placed limits on the abilities of migrants to claim asylum in the U.S. The Executive branch, however, does not have legal authority to suspend U.S. asylum law unilaterally. 

Unless Congress changes asylum laws, migrants still have the right to claim refuge or request humanitarian assistance. When Trump attempted to ban most asylum seekers, federal courts struck down the policy.

What Trump Said: “I believe if we were attacked, NATO wouldn’t be there. Many of the countries in NATO would not be there.”

The Facts: NATO’s collective defense principle stipulates that an attack on a single NATO Ally constitutes an attack on all NATO Allies. As defined in Article 5 of the treaty, all members will take actions to defend or assist the Ally that has been attacked. 

Since its adoption in 1949, Article 5 has only been invoked once : immediately after the Sept. 11, 2001 terrorist attacks in the United States. The other 18 member nations of NATO launched a number of operations in response, including the deployment of air forces to secure the skies over the U.S. and naval anti-terrorism efforts. NATO members also participated in the ensuing ground war in Afghanistan.

What Trump Said: “Secretary Stoltenberg said, and I hope he says it now, but he certainly said it then loud and clear, he has never seen any force like Trump.”

The Facts: Jens Stoltenberg, the NATO Secretary-General, did not say he had never seen any force like Trump. In a 2019 visit to the White House, Stoltenberg thanked then-President Trump for his “strong leadership and commitment to the Alliance.” More recently, after Trump suggested he wouldn't protect NATO allies that didn’t meet payment targets, Stoltenberg said Trump’s threats “undermine the credibility of Nato’s deterrence.”

What Trump Said: “Some of those people I fired. Bill Barr, I fired Bill Barr.”

The Facts: Former Attorney General Bill Barr submitted his resignation letter to Trump on Dec. 14, 2020. Trump at the time said he accepted the resignation, tweeting: “Our relationship has been a very good one, he has done an outstanding job!” A senior White House official confirmed to The Washington Post that Barr had not been fired.

From a Follow-up Interview on April 27

What Trump Said: I passed the law. I took an old law, brought it into effect that you get a minimum of 10 years without any adjustment if  you do anything to desecrate a monument and everything was immediately set up … everything stopped after that. 

The Facts: In June 2020, following the murder of George Floyd, protesters sought to topple many of the Confederate statues across the country. Trump signed an executive order directing federal law officials to prosecute individuals who damage monuments, statues, or other federal property. The executive order simply directed the Attorney General to enforce an existing law.

What Trump Said: “We have 40,000 troops, and in a somewhat precarious position.”

The Facts: Trump has complained that the U.S. has 40,000 troops in South Korea, but the actual number is 28,500.

What Trump Said: South Korea “paid us billions, many billions of dollars, for us having troops there. From what I’m hearing, they were able to renegotiate with the Biden Administration and bring that number way, way down to what it was before, which was almost nothing.”

The Facts: During his presidency, Trump demanded that South Korea increase its contributions to host U.S. troops in the country. In early 2019, the country’s contribution increased by more than 10%, from $830 million annually to $924 million. Trump had requested the country pay as much as $5 billion dollars —a 500% increase and a “non-starter” for South Korea, as Reuters reported at the time.

In 2021, the two countries agreed that South Korea would pay $1 billion that year—a 13.9% increase from its annual payments in 2019 and 2020, with costs increasing by 6.1 percent per year until 2025. The U.S. and South Korea are currently re-negotiating a new cost-sharing agreement to begin in 2026.

What Trump Said: “I never said that at all,” when asked about terminating the U.S. Constitution

The Facts: On Dec. 3, 2022, referring to the 2020 election, Trump posted on his Truth Social website: “A Massive Fraud of this type and magnitude allows for the termination of all rules, regulations, and articles, even those found in the Constitution.”

What Trump Said: “The cupboards were bare. We had no gowns, we had no masks. We had no goggles, we had no medicines. We had no ventilators. We had nothing. The cupboards were totally bare.”

The Facts: When Trump came into office, the U.S. Strategic National Stockpile, an integrated collection of secret, federally-controlled warehouses packed with medical and protective equipment, was short on supplies. That’s because President Barack Obama deployed resources from the stockpile for public health emergencies such as the swine flu and Ebola crises. When Obama tried to restock the stockpile, Tea Party Republicans blocked the new funding. In his first three years as president, Trump never attempted to replenish the equipment. That proved costly once the pandemic struck. By April of 2020, the U.S. government had already distributed 90 percent of its supplies.

What Trump Said: “I was very strong on saying that this came from Wuhan. And it came from the Wuhan labs. And I said that from day one.”

The Facts: The scientific community and the nation’s foremost epidemiologists have yet to form a consensus on the pandemic’s origins. While the U.S. Energy Department and the Federal Bureau of Investigation have each concluded that COVID-19 most likely arose from a Wuhan lab leak, the nation’s top intelligence agencies say it’s more likely the outbreak stemmed from natural transmission from an animal market. None have reached a definitive conclusion.

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• Want Weekly Recs on What to Watch, Read, and More? Sign Up for Worth Your Time

Write to Simmone Shah at [email protected] and Julia Zorthian at [email protected]

‘The Fall Guy’ Writer Details How Hollywood’s Biggest Stunts Inspired the Movie: ‘We Are Unashamedly Playing the Hits’

By Todd Gilchrist

Todd Gilchrist

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Ostensibly a big-screen reboot of the 1980s television series of the same name, “ The Fall Guy ” is actually director and former stunt performer David Leitch ’s love letter to both his wife, producer Kelly McCormick, and the undersung art of stunt work — only not always in that order.

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Speaking to Variety ahead of the May 3 opening day of “The Fall Guy,” Pearce explained how he tossed the original series, ‘70s dramedies like “The Long Goodbye” and “California Split,” film history’s most famous stunts, Leitch and McCormick’s relationship (both personal and professional), and the star wattage of Gosling and Blunt into a blender to create a smart, sexy, thrilling crowd-pleaser.

When did you start writing “The Fall Guy?” What onus was on you to either revive or maintain the iconography of the TV series?

When did the love story come into that equation?

We always had a love story, and then Ryan came on board and really wanted to run towards that — and it was an incredible instinct on his part. That’s how it coalesced. The ’80s and ’90s parts of it, we accumulated along the way. We are unashamedly playing the hits with this movie. From my perspective, like a lot of people, the last four, five years have been challenging on some level and as the process of making “The Fall Guy” went along, I relearned the value of a Friday night movie. I think maybe we all did. Ryan was on that journey anyway, and Dave and Kelly were looking to capitalize on one of David’s skills that gets overlooked, which is his comedy rather than just his action. Those three parts came together and that’s how we got the Trojan horse of this movie that it is a rom-com [where] we don’t force the life and death stakes. It’s more about the adult intricacy of having a relationship.

A lot of the action sequences evoke ones from other movies, be it “Mad Max: Fury Road,” “Mission: Impossible,” “Dune,” et cetera, but sort of plussed up with a stunt expert’s input.

I literally made a list of my favorite set pieces, or ones that [set] a record. The 220-foot fall from “Sharky’s Machine,” the “Casino Royale” cannon roll with the Aston Martin. The trashcan sequence over Sydney Harbor Bridge was Dave and I going, what’s our take on the “Stage Coach,” “Raiders of the Lost Ark” distance drag? It’s a real gift to have a stunt man as your central character because you can naturalize some of the heightened-ness of what a set piece is. But I approach set pieces or stunts the same way that people approach musicals, which is, if the plot of the musical hasn’t been advanced by a song, then the song can just be lifted. And as long as the story and the character is already built in, then the rest of the team goes to town. I do a bullet pass on what the action sequence is, David finds it and plusses it, I write a more scripted version of it, and then it goes into the real world.

What does showing all of the wires, logistics and tricks of each stunt allow you to do that you wouldn’t in a traditional action film?

That’s the trick of the movie. It’s real Magic Castle sleight of hand, because we start with a big set piece [with the cannon roll] where we see how we do the stunt, but it’s still scary, because doing a cannon roll is fucking scary. And so we show the workings up front, but then, spoiler alert, some of the other stunts are assisted with rigs and other practical stunting that we don’t see in the film, but I think we’ve kind of tricked the snake brain into thinking that every single thing you see has the same amount of danger that the first stunt legitimately has.

How difficult was it to top that initial, record-breaking stunt by the end of the film while also closing the loop on all of these different narrative threads?

That’s the kind of rhythmic thinking you have to apply if you are doing an action movie or set pieces, because my biggest worry is always that it works on an emotional level and a stunt level. You don’t want to feel like the movie has been emotionally resolved going into Act Three because then there’s nothing to root for, whether that’s between the characters or the emotional resolve of the plot, and when it comes to the action, you don’t want to feel like the best has already passed.

The movie is very earnest, but it also is very self-aware of action movie tropes and dialogue. How actively referential did you want the film to be?

It was always going to be a movie about making movies, because that’s what a stunt man does. But we didn’t want it to be “Tropic Thunder.” We wanted it to be a much more universal love story and action movie. I tried to think about it as a blue collar story rather than an entertainment industry story — the best version of a metaphor for people who work really hard for the sake of richer, more successful, more seen humans, and actually risk their life for it for all of our entertainment’s sakes. That’s baked into the DNA of the idea of the unknown stuntman, so the self-referential stuff built as it went along. David and Ryan and hopefully myself embedded those quotes or tropes into a reality where even if it gives you a wry smile about what we’re referencing, it stays in the authentic reality of who the characters are.

Are there moments as a screenwriter where you go, because it’s a movie, that allows you to take that leap of escalation, or dramatic license?

That’s where Leitch is a real master of his craft. I think that you can define the tone of a movie by the movie’s relationship to death, which sounds very doomy, but for example, in the shootout in the apartment there’s a lot of incredibly powerful ammunition being let off. If any of it hit Colt, it would literally blow the top half of his body off. But because of the way David approached it, you get the frisson of the excitement from it, but I don’t think anyone’s ever expecting Ryan to be maimed on the sofa of a chic apartment. As long as the reality’s relationship to the character is that you feel something, I don’t think that jeopardy needs to feel like the reality of somebody shooting a powerful gun at you. I don’t think that’s dishonest, I think that’s the language of cinema.

David Leitch told Variety that when filming began, the third act was not locked. How much did the making of the movie in some ways mirror the telling of the movie?

In this case, the greatest VFX that we have is the chemistry between Ryan and Emily. That’s why, at its best moments, their relationship does feel like a Billy Wilder movie, does have that kind of zing of a classic romance. How we made this movie is organic and it is a big group of people all playing at the top of their game to feed into each other.

To what extent were you inspired by David and Kelly, given that he’s indicated that this very much is a love letter to their relationship?

I told David when I started this movie, “I want to help you make the best ever David Leitch movie.” In the first and second drafts, I was putting stuff in there that Dave, two weeks afterwards, would be like, “You stole that from my life.” Kelly was such an important voice in the development of the Jody character that it can’t help but organically become a story that’s infused by their relationship and the support of each other they have as filmmakers.

The interesting thing about this as a blockbuster is I think we have a certain understanding of tentpole movies where we assume they are there to fill a date in a schedule because of the quarterly needs of shareholders of multinationals. This movie’s very different … our real lives are in the film.

What are some examples of the moments David said were stolen from his, or even your own experiences?

Well, let me first go on the record to underline the fact that to my knowledge Kelly has never tortured Dave with multiple fire burns. But the action and the romance are fused because you’re using the language of stunts to tell the love story. As for real life, the scenes that speak to me the most are the ones [between Colt and Jody] around the hotel — the split screen sequence where Emily’s character and Ryan’s character connect properly for the first time. They’re using the language of their jobs as the way to remember what they loved about each other, and that certainly comes from my real life. Whether you work in a bakery or on a film set, mutual admiration is hot, and it’s my favorite kind of romantic dynamic — game respects game.

There’s an interesting juxtaposition between Colt’s emotional intelligence via his work, and yet his inability to communicate his feelings to Jody. How did you navigate that balance?

In the fusing of the romance and the action, Colt’s challenges and limitations as a human are part of the reason that he went into being a stuntman — his physical expression of things, but maybe his fear that showing weakness will push someone away. Now, sure, that’s what can make you a good stuntman, but does that make you a good partner?

You are screenwriter and executive producer on “The Fall Guy,” but you’ve also directed. How has cultivating those different skill sets enabled you to compartmentalize them when you’re shouldering just one of those responsibilities?

Every project is completely different. For this movie, I knew David, I know his wide skill set, so in creating the story, I want to lean into each of those. Then, directorial experience tells you when to speak up and when to shut the fuck up because the buck stops with David. And so understand that what you should really be doing is helping him make the best version of the idea that speaks to him best. I am there to offer energy, offer ideas, offer joy, offer good lines, and frankly, there is a joy in being a part of that, that only comes when you really trust the people you’re working with. The reason I hope “The Fall Guy” team stays together forever is because it feels like there is such a mutual respect for what everybody does, and a sense that everybody is working at the top of their game, that it makes it very easy to be the component that I need to be to help the movie be as good as it can be.

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Columbia Bars Student Protester Who Said ‘Zionists Don’t Deserve to Live’

After video surfaced on social media, the student, Khymani James, said on Friday that his comments were wrong.

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By Katherine Rosman

Katherine Rosman reported from the campus of Columbia University.

Columbia University announced on Friday that it had barred from its campus a leader in the pro-Palestinian student protest encampment who declared on video in January that “Zionists don’t deserve to live.”

Video of the incendiary comments resurfaced online Thursday evening, forcing the school to again confront an issue at the core of the conflict rippling across campuses nationwide: the tension between pro-Palestinian activism and antisemitism.

The student, Khymani James, made the comments during and after a disciplinary hearing with Columbia administrators that he recorded and then posted on Instagram.

The hearing, conducted by an administrator of the university’s Center for Student Success and Intervention , was focused on an earlier comment he shared on social media, in which he discussed fighting a Zionist. “I don’t fight to injure or for there to be a winner or a loser, I fight to kill,” he wrote.

A Columbia administrator asked, “Do you see why that is problematic in any way?”

Mr. James replied, “No.”

He also compared Zionists to white supremacists and Nazis. “These are all the same people,” he said. “The existence of them and the projects they have built, i.e. Israel, it’s all antithetical to peace. It’s all antithetical to peace. And so, yes, I feel very comfortable, very comfortable, calling for those people to die.”

And, Mr. James said, “Be grateful that I’m not just going out and murdering Zionists.”

In announcing their decision to bar Mr. James from campus, the university did not make clear if he had been suspended or permanently expelled.

Other protest groups condemned the comments and pointed out that one student’s statements do not reflect the tenor of the movement as a whole. But the remarks were widely shared on social media and go to the heart of a question that has animated criticism of the protests: How much of the movement in support of the Palestinian people in Gaza is tainted by antisemitism?

College administrators have pledged to Congress that they will take swift action against hateful attacks on Jewish students and antisemitic threats. “I promise you, from the messages I’m hearing from students, they are getting the message that violations of our policies will have consequences,” Columbia’s president, Nemat Shafik, told congressional leaders last week.

On Friday, a school spokesman said, “Calls of violence and statements targeted at individuals based on their religious, ethnic or national identity are unacceptable and violate university policy.”

Brian Cohen, the executive director of Columbia/Barnard Hillel, the center for Jewish campus life, described Mr. James’s statements as dangerous. “I think students who make comments like that don’t belong on campus,” he said.

Noa Fay, 23, a first-year student at the School of International and Public Affairs, said she was shocked by the “unabashedness” of the video. “It’s one of the more blatant examples of antisemitism and, just, rhetoric that is inconsistent with the values that we have at Columbia,” she said. “I was mostly very surprised to see that it was just so out in the open.”

Early Friday morning, Mr. James posted a statement on social media addressing his comments. “What I said was wrong,” he wrote. “Every member of our community deserves to feel safe without qualification.” He noted that he made these comments in January before he become involved with the protest movement and added that the leaders of the student protests did not condone the comments. “I agree with their assessment,” he wrote.

Mr. James did not respond to a request for comment, and student protesters declined to address the matter at a news conference on the Columbia campus Friday afternoon.

But in an interview earlier in the week, Mr. James drew a distinction between the ideas of anti-Zionism, which describes opposition to the Jewish state of Israel, and antisemitism. “There is a difference,” he said. “We’ve always had Jewish people as part of our community where they have expressed themselves, they feel safe, and they feel loved. And we want all people to feel safe in this encampment. We are a multiracial, multigenerational group of people.”

Sophie Ellman-Golan, the communications director of Jews for Racial & Economic Justice and a Barnard College graduate, said she found Mr. James’s comments awful and upsetting but she added that it was clear his views did not represent those of the other campus protesters.

Ms. Ellman-Golan said that in her 10 years as an organizer, there were always people who tried to inject hateful messages into public action, and that such messages tended to be amplified by those looking to smear entire movements.

“For people who want to believe that characterization, that our movements are inevitably and permanently hostile to us as Jews, this is catnip, right?” she said. “It’s irresistible.”

A spokeswoman for Jewish Voice for Peace, a pro-Palestinian advocacy group, said in a statement that the organization was glad Mr. James had realized he was wrong and had acknowledged that his words were harmful.

“We believe that all people have the capacity to transform — many of our own members once supported Israel’s violence against Palestinians,” the statement said, adding that “within the movement we are committed to holding one another accountable to respecting the dignity of all human beings.”

One student protester who is Jewish and who has spoken to Mr. James about the video said she believed he was committed to nonviolence and acceptance of all people. She said that he had reacted emotionally after being trolled online and that it was unfair that his decision to vent his frustration on social media was being used against him.

It remains unclear how many students are directing the Columbia protests, but Mr. James, 20, emerged as a public face of the demonstrations this week when he led a news conference to assert the demands the movement is making of the Columbia administration.

“This encampment — a peaceful, student-led demonstration — is part of the larger movement of Palestinian liberation,” Mr. James said at the conference.

In his biography on X, he calls himself an “anticapitalist” and “anti-imperialist.”

Mr. James was raised in Boston, and graduated from Boston Latin Academy, according to a 2021 interview with The Bay State Banner.

He told The Banner that at Columbia, he planned to study economics and political science. “The ultimate destination is Congress,” he said.

Eryn Davis , Stephanie Saul , Olivia Bensimon and Claire Fahy contributed reporting.

Katherine Rosman covers newsmakers, power players and individuals making an imprint on New York City. More about Katherine Rosman

Our Coverage of the U.S. Campus Protests

U.C.L.A.:  Administrators at the University of California, Los Angeles, called in law enforcement officers  after violent clashes broke out between pro-Palestinian demonstrators and counterprotesters.

Columbia:  Dozens of pro-Palestinian demonstrators were arrested as police officers entered Columbia’s main campus and cleared Hamilton Hall of a group who had occupied the building .

Brown:  In a rare deal, demonstrators dismantled their encampment at Brown after university leaders agreed to discuss divesting funds from companies connected to the Israeli military .

Portland State:  With wood pallets piled at the entrance, dozens of pro-Palestinian activists have been holed up in the university’s library. Here’s a look inside the makeshift fortress .

U.N.C.:  Pro-Palestinian demonstrations at the University of North Carolina at Chapel Hill turned chaotic  after dozens of students were detained for refusing to leave an encampment.

TRAFFIC ALERT: Crash blocks northbound lanes of George Washington Parkway in Alexandria

Blinken says Israel still must do more to boost humanitarian aid to Gaza

The Associated Press

April 29, 2024, 7:42 PM

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RIYADH, Saudi Arabia (AP) — U.S. Secretary of State Antony Blinken said Monday that Israel must still do more to increase the flow of humanitarian aid into the besieged Gaza Strip and that he would use his Middle East trip — his seventh to the region since the Israel-Hamas war started in October — to press that case with Israeli leaders.

Speaking at events in Saudi Arabia’s capital, Blinken said the best way to ease the humanitarian catastrophe in Gaza would be to conclude an elusive cease-fire agreement , which also would release Israeli hostages held by Hamas since its Oct. 7 attacks launched the war. Hamas has been presented with an “extraordinarily generous” offer by Israel that he hoped the group would accept, he said.

“Hamas has before it a proposal that is extraordinarily, extraordinarily generous on the part of Israel, and in this moment, the only thing standing between the people of Gaza and cease-fire is Hamas ,” he said at a World Economic Forum gathering in Riyadh.

“They have to decide, and they have to decide quickly. So, we’re looking to that, and I’m hopeful that they will make the right decision and we can have a fundamental change in the dynamic,” Blinken said.

Although talks continue, Hamas has so far balked at a series of offers negotiated by Egypt, Qatar and the United States and agreed to by Israel. Even without a deal, Blinken said it was critical to improve conditions in Gaza now.

“We’re also not waiting on a cease-fire to take the necessary steps to meet the needs of civilians in Gaza,” Blinken told Gulf Cooperation Council foreign ministers earlier Monday, when he arrived in Saudi Arabia for the first stop on his Middle East tour, which includes stops in Jordan and Israel on Tuesday and Wednesday.

“We have seen measurable progress in the last few weeks, including the opening of new crossings and increased volume of aid delivery to Gaza and within Gaza, and the building of the U.S. maritime corridor, which will open in the coming weeks. But it is not enough. We still need to get more aid in and around Gaza,” he said.

He said safety for humanitarian relief workers must be improved and that there’s a focus on ensuring the aid is making a proper impact for Palestinian civilians.

Scores of relief workers have been killed since the conflict began, and an Israeli attack on a World Central Kitchen convoy in Gaza this month that killed seven aid workers only highlighted the dangers and difficulties of protecting them. Israel has said the strike was a mistake and has disciplined officials involved .

World Central Kitchen said it would resume operations in Gaza on Monday after a four-week suspension.

Blinken, who also is meeting with Saudi Crown Prince Mohammed bin Salman on Monday, has his work cut out for him.

The war in Gaza has ground on with little end in sight: More than 34,000 Palestinians have been killed , hundreds of thousands more are displaced and a humanitarian crisis in Gaza is worsening.

The conflict has fueled mass protests around the world that have spread to American college campuses . U.S. support for Israel, particularly arms transfers, has come under particular criticism, something the administration is keenly aware poses potential problems for U.S. President Joe Biden in an election year.

Blinken’s trip comes as there are renewed concerns about the conflict spreading in the Middle East and with once-promising prospects for Israeli-Saudi rapprochement effectively on hold as Israel refuses to consider one of the Saudis’ main conditions for normalized relations: the creation of a Palestinian state .

Meanwhile, the Biden administration has been warning Israel against a major military operation in the southern Gaza city of Rafah, where more than a million Palestinians have fled to escape fighting farther north. Israel has not yet launched such an offensive, but Israeli Prime Minister Benjamin Netanyahu has repeatedly said that one will take place, asserting that it is the only way to wipe out Hamas .

Both topics were discussed during a Biden-Netanyahu phone call on Sunday, according to the White House and U.S. officials.

During his trip, Blinken said he would also underscore the absolute importance of not allowing the Israel-Hamas conflict to engulf the region .

The danger of conflagration was underscored this month when a suspected Israeli attack on an Iranian consular building in Syria prompted an unprecedented direct missile and drone response by Iran against Israel . An apparent retaliatory Israeli strike on Iran followed.

Although the tit-for-tat cycle appears to have ended for now, deep concerns remain that Iran or its proxies in Iraq, Lebanon, Syria or Yemen could act in such a way as to provoke a greater response from Israel or that Israel might take action that Iran feels it must retaliate for.

Follow AP’s coverage of the war at https://apnews.com/hub/israel-hamas-war

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Blinken says Israel still must do more to boost humanitarian aid to Gaza

U.S. Secretary of State Antony Blinken on Monday began his seventh diplomatic mission to the Middle East since the Israel-Hamas war began more than six months ago. (Apr. 29, 2024)

Middle East experts on state of Israel-Hamas war ceasefire talks, humanitarian aid to Gaza

US Secretary of State Antony Blinken met Saudi Crown Prince Mohammed bin Salman in Riyadh on Monday. Earlier on Monday, Blinken said Israel must still do more to increase the flow of humanitarian aid into the besieged Gaza Strip.

Saudi Arabia’s Foreign Minister Prince Faisal bin Farhan bin Abdullah, right, and U.S. Secretary of State Antony Blinken, second right, walk to a Joint Ministerial Meeting of the GCC-U.S. Strategic Partnership to discuss the humanitarian crises faced in Gaza, in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

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U.S. Secretary of State Antony Blinken attends the U.S.-Arab Quint Meeting with representatives from Egypt, Jordan, Saudi Arabia, Qatar, the United Arab Emirates and the Palestinian Authority, at the Four Seasons Hotel in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

U.S. Secretary of State Antony Blinken, left, attends the World Economic Forum (WEF) in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

U.S. Secretary of State Antony Blinken, left, shakes hands with Turkey’s Foreign Minister Hakan Fidan on the day of the World Economic Forum (WEF) in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

Qatar’s Prime Minister and Foreign Minister Mohammed bin Abdulrahman bin Jassim Al Thani, right, and U.S. Secretary of State Antony Blinken walk to a Joint Ministerial Meeting of the GCC-U.S. Strategic Partnership to discuss the humanitarian crises faced in Gaza in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

U.S. Secretary of State Antony Blinken, sitting second from left, attends the U.S.-Arab Quint Meeting with representatives from Egypt, Jordan, Saudi Arabia, Qatar, the United Arab Emirates and the Palestinian Authority, at the Four Seasons Hotel in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

U.S. Secretary of State Antony Blinken attends the World Economic Forum (WEF) in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

U.S.Secretary of State Antony Blinken holds files as walks to the U.S.-Arab Quint Meeting with representatives from Egypt, Jordan, Saudi Arabia, Qatar, the United Arab Emirates and the Palestinian Authority, at the Four Seasons Hotel in Riyadh, Saudi Arabia, Monday, April 29, 2024. (Evelyn Hockstein/Pool Photo via AP)

U.S. Secretary of State Antony Blinken, sitting third from left, attends the U.S.-Arab Quint Meeting with representatives from Egypt, Jordan, Saudi Arabia, Qatar, the United Arab Emirates and the Palestinian Authority, at the Four Seasons Hotel in Riyadh, Saudi Arabia, Monday April 29, 2024. (Evelyn Hockstein/Pool via AP)

RIYADH, Saudi Arabia (AP) — U.S. Secretary of State Antony Blinken said Monday that Israel must still do more to increase the flow of humanitarian aid into the besieged Gaza Strip and that he would use his Middle East trip — his seventh to the region since the Israel-Hamas war started in October — to press that case with Israeli leaders.

Speaking at events in Saudi Arabia’s capital, Blinken said the best way to ease the humanitarian catastrophe in Gaza would be to conclude an elusive cease-fire agreement , which also would release Israeli hostages held by Hamas since its Oct. 7 attacks launched the war. Hamas has been presented with an “extraordinarily generous” offer by Israel that he hoped the group would accept, he said.

“Hamas has before it a proposal that is extraordinarily, extraordinarily generous on the part of Israel, and in this moment, the only thing standing between the people of Gaza and cease-fire is Hamas ,” he said at a World Economic Forum gathering in Riyadh.

“They have to decide, and they have to decide quickly. So, we’re looking to that, and I’m hopeful that they will make the right decision and we can have a fundamental change in the dynamic,” Blinken said.

Although talks continue, Hamas has so far balked at a series of offers negotiated by Egypt, Qatar and the United States and agreed to by Israel. Even without a deal, Blinken said it was critical to improve conditions in Gaza now.

“We’re also not waiting on a cease-fire to take the necessary steps to meet the needs of civilians in Gaza,” Blinken told Gulf Cooperation Council foreign ministers earlier Monday, when he arrived in Saudi Arabia for the first stop on his Middle East tour, which includes stops in Jordan and Israel on Tuesday and Wednesday.

“We have seen measurable progress in the last few weeks, including the opening of new crossings and increased volume of aid delivery to Gaza and within Gaza, and the building of the U.S. maritime corridor, which will open in the coming weeks. But it is not enough. We still need to get more aid in and around Gaza,” he said.

He said safety for humanitarian relief workers must be improved and that there’s a focus on ensuring the aid is making a proper impact for Palestinian civilians.

Scores of relief workers have been killed since the conflict began, and an Israeli attack on a World Central Kitchen convoy in Gaza this month that killed seven aid workers only highlighted the dangers and difficulties of protecting them. Israel has said the strike was a mistake and has disciplined officials involved .

World Central Kitchen said it would resume operations in Gaza on Monday after a four-week suspension.

Blinken, who also is meeting with Saudi Crown Prince Mohammed bin Salman on Monday, has his work cut out for him.

The war in Gaza has ground on with little end in sight: More than 34,000 Palestinians have been killed , hundreds of thousands more are displaced and a humanitarian crisis in Gaza is worsening.

The conflict has fueled mass protests around the world that have spread to American college campuses . U.S. support for Israel, particularly arms transfers, has come under particular criticism, something the administration is keenly aware poses potential problems for U.S. President Joe Biden in an election year.

Blinken’s trip comes as there are renewed concerns about the conflict spreading in the Middle East and with once-promising prospects for Israeli-Saudi rapprochement effectively on hold as Israel refuses to consider one of the Saudis’ main conditions for normalized relations: the creation of a Palestinian state .

Meanwhile, the Biden administration has been warning Israel against a major military operation in the southern Gaza city of Rafah, where more than a million Palestinians have fled to escape fighting farther north. Israel has not yet launched such an offensive, but Israeli Prime Minister Benjamin Netanyahu has repeatedly said that one will take place, asserting that it is the only way to wipe out Hamas .

Both topics were discussed during a Biden-Netanyahu phone call on Sunday, according to the White House and U.S. officials.

During his trip, Blinken said he would also underscore the absolute importance of not allowing the Israel-Hamas conflict to engulf the region .

The danger of conflagration was underscored this month when a suspected Israeli attack on an Iranian consular building in Syria prompted an unprecedented direct missile and drone response by Iran against Israel . An apparent retaliatory Israeli strike on Iran followed.

Although the tit-for-tat cycle appears to have ended for now, deep concerns remain that Iran or its proxies in Iraq, Lebanon, Syria or Yemen could act in such a way as to provoke a greater response from Israel or that Israel might take action that Iran feels it must retaliate for.

Follow AP’s coverage of the war at https://apnews.com/hub/israel-hamas-war

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‘Miller’s Girl’ Star Martin Freeman Defends Age Gap With Jenna Ortega In Film Following Controversy

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Martin Freeman defends his new film, Miller’s Girl , from the criticism it has received for the age gap between him and his co-star, Jenna Ortega .

The erotic thriller, written and directed by Jade Halley Bartlett, depicts an affair between a student and a teacher. In real life, Freeman is 52 years old, while the Wednesday star is 21.

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Mary-Margaret Kunze produced Miller’s Girl with Point Grey. Josh Fagen oversaw the project for Point Grey, with Chelsea Kujawa and Scott O’Brien overseeing for Lionsgate.

Earlier this year, the Miller’s Girl intimacy coordinator talked about how Ortega was involved in planning the intimate scenes.

“There was many, many people throughout this process, engaging with [Ortega] to make sure that it was consistent with what she was comfortable with, and she was very determined and very sure of what she wanted to do,” Kristina Arjona told the Daily Mail in February. “I’m hyper aware of both of my talent and making sure that we’re consistently checking in and that at no point are any of their boundaries being surpassed.”

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Trump calls judge 'crooked' after facing a warning of jail time if he violates a trial gag order

Returning briefly to the campaign trail, Donald Trump has called the judge presiding over his hush money trial “crooked” a day after being held in contempt of court and threatened with jail time for violating a gag order

FREELAND, Mich. -- FREELAND, Mich. (AP) — Donald Trump returned briefly to the campaign trail Wednesday and called the judge presiding over his hush money trial “crooked” a day after he was held in contempt of court and threatened with jail time for violating a gag order.

Trump's remarks at events in the battleground states of Wisconsin and Michigan were being closely watched after he received a $9,000 fine for making public statements about people connected to the criminal case. In imposing the fine for posts on Trump's Truth Social account and campaign website, Judge Juan M. Merchan said that if Trump continued to violate his orders, he would "impose an incarceratory punishment.”

“There is no crime. I have a crooked judge. He's a totally conflicted judge,” Trump said speaking to supporters at an event in Waukesha, Wisconsin, claiming again that this and other cases against him are led by the White House to undermine his campaign.

The former president is trying to achieve a balancing act unprecedented in American history by running for a second term as the presumptive Republican nominee while also fighting felony charges in New York. Trump frequently goes after Merchan, prosecutors and potential witnesses at his rallies and on social media, attack lines that play well with his supporters but that have potentially put him in further legal jeopardy.

Later at a rally in Freeland, Michigan, he said he was being forced to spend days in a “kangaroo court room," and claimed without evidence the district attorney was taking orders from the Biden administration.

“I've got to do two of these things a day. You know why? Because I’m in New York all the time with the Biden trial,” he said. “It's a fake trial. They do it to try and take your powers away, try and take your candidate away.”

Even before the hush money trial got underway on April 15, Trump has held just a handful of public campaign events since becoming his party’s presumptive nominee in March.

The gag order bars him from making public statements about witnesses, jurors and some others connected to his hush money case. Trump is still free to criticize the judge and the district attorney.

Trump insists he is merely exercising his free speech rights, but the offending posts from his Truth Social account and campaign website were taken down. Merchan is weighing other alleged gag-order violations and will hear arguments on Thursday.

Attendees agreed he is being unfairly prosecuted, contending the trial and gag order were designed to distract him .

“It’s a trial looking for a crime,” said Ray Hanson, of Hartford. Hanson said he expected Trump’s lawyers would “keep him in line” so he doesn’t violate the gag order, as much as he likely wants to talk about the trial.

Manhattan prosecutors have argued Trump and his associates took part in an illegal scheme to influence the 2016 presidential campaign by purchasing and then burying negative stories. He has pleaded not guilty.

Trump’s visits to Wisconsin and Michigan mark his second trip to the swing states in just a month. For the previous rallies, the former president largely focused on immigration, referring to people who are in the U.S. illegally and who are suspected of crimes as “animals.”

Meanwhile, Democrats are hoping to remind voters ahead of these visits about Trump's position on abortion, which Trump has been openly concerned about being a political liability for him and Republicans.

Democratic Gov. Gretchen Whitmer of Michigan met on Wednesday with half a dozen women, including a family doctor, and warned that a second Trump term would threaten abortion rights even in her state, which enshrined those rights in its state constitution after the Supreme Court overturned national rights to the procedure.

Whitmer appeared with the women at a bookstore in Flint surrounded by signs that read “Stop Trump’s Attacks on Health Care” and “Stop Trump’s Abortion Ban.” She told reporters not to believe Trump’s contention in a Time Magazine interview that Republicans would never have enough votes in the U.S. Senate to pass a national abortion ban.

“We cannot trust anything that Donald Trump says when it comes to abortion. So no one should take any comfort in the fact that, yes, he wants an abortion ban, but he won’t get it because he doesn’t think we’ll have 60 votes in the Senate. Baloney,” she said.

Wisconsin and Michigan are among a handful of battleground states expected to decide the 2024 election .

For Trump to win both states, he must do well in suburban areas like the areas outside of Milwaukee and Saginaw, Michigan, where he visited Wednesday. He underperformed in suburban areas during this year's primary even as he dominated the Republican field overall.

Trump has repeatedly falsely said that the 2020 election was stolen from him. Trump’s losses in battleground states in 2020 have withstood recounts, audits and reviews by the Justice Department and outside observers.

In an interview Wednesday with the Milwaukee Journal Sentinel, Trump did not commit to accepting the results of the 2024 election.

“If everything’s honest, I’ll gladly accept the results. I don’t change on that,” Trump said. “If it’s not, you have to fight for the right of the country.”

Gomez Licon reported from Miami, and Bauer reported from Waukesha, Wis.

Follow the AP's coverage of the 2024 election at https://apnews.com/hub/election-2024.

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