Literacy Ideas

Top 7 English Homework Tips for Teachers, Students and Parents

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7 ways to create meaningful English homework. Tips for teachers, parents and students

Homework. The bane of student life everywhere. And teachers too! Won’t someone please think of the teachers?

It has been one of the hottest debates among progressives and traditionalists in education circles for many years now; is homework help or a hindrance?

Millions of student hours per year are wasted on busy work, which adds little to student learning. But that doesn’t mean that the judicious use of homework can’t add greatly to student learning, particularly in an area as complex as literacy.

Regarding reading and writing homework, there are good points to be made on both sides. But, as with many hot-button issues, the truth likely lies somewhere in the middle.

In this article, we will look at what we need to consider when we set homework to ensure it provides value to our students’ learning. We will look at what to do, what not to do, and just how much of it to do.

Visual Writing Prompts

ENGLISH HOMEWORK TIP 1: Bin the Busy Work!

english homework | busy homework | Top 7 English Homework Tips for Teachers, Students and Parents |

Ask your average student what their pet peeve is regarding their current station in life, and more often than not, homework will be mentioned in the reply. It is just as much a fixture in the life of a student as an oven is in the life of a baker. Unfortunately, as many students robotically complete their homework as teachers that robotically set the tasks. And here lies our first problem – busy work!

Homework should ALWAYS be focused. It should be carefully designed and purposeful. Without clear objectives built-in, the homework serves little to no pedagogical purpose. It is more likely to be a waste of the student’s time and the time of the teacher who is doomed to mark it.

The first rule of Homework Club is Bin the Busy Work!

ENGLISH HOMEWORK TIP 2: Make The Homework Fit for Purpose

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It may seem obvious, but homework must be suited to the ability of the student. How often have diligent students pulled their hair out struggling over a problem all night, press-ganging parents into the effort, only to be soundly trounced by a problem Einstein himself would need his morning coffee before attempting.

Avoid setting homework that will stretch the student to the elastic limits of their abilities. We don’t want anyone ‘snapping’ here. The material chosen for reading or writing homework should, however, challenge the student to some degree. Just as with strength training, some resistance is required to build ‘muscle’ here.

As in Rule #1 above, homework should be carefully designed to achieve a certain objective. But, one size most certainly doesn’t fit all. Be sure to differentiate homework appropriately for the different abilities of different students. Often, you won’t need to set different tasks, a slight tweak in the instructions given will be enough to make it suitable for the various ability levels.


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make sure you have a dedicated time frame for homework

We all have both good days and bad days, and all sorts of days in between. Regardless of what sort of day you had, one thing is for sure, there were 24 hours in it. One of the more difficult things as a teacher, especially in a school with a vague homework policy, is just how much homework to set. The answer is, of course, it depends , and while time is certainly an imperfect means of gauging this, it at least provides some guidelines.

Just how much time depends on quite a few things. The time of year, for example. If exams are ongoing, you may want to avoid heaping extra pressure on your students. Perhaps too, your school has a very prescriptive homework policy that restricts your flexibility in terms of how much time you can set for homework tasks.

All that aside, the general wisdom on setting homework is that it should start at around 10 minutes for grade 1 and gradually increase by around ten minutes per grade, up to a maximum of 2 hours per day for the oldest students.

Like most things in teaching, however, this is more of an art than a cold, hard science. Pay attention to your students and how they are bearing up under the workload. Your priority here should always be to maximize the learning done in the classroom, so don’t overdo it.

ENGLISH HOMEWORK TIP 4: Give Timely Feedback

homework without feedback is a complete waste of time

For feedback to be useful, it must be timely. If a student has spent hours composing an essay; researching their material, drafting an outline, organising their structure, writing and rewriting to submit their finished piece only to be told 4 weeks later that the third paragraph lacks purpose, the third paragraph will not be the only thing that lacks purpose.

If feedback is to be of any value, you must strike while the mental forge is still hot. Our students’ lives are most likely busy and interesting. Often their focus will be transient, if not downright fickle. If you want your feedback to stick – it must be delivered while the smoke still hangs in the air.

ENGLISH HOMEWORK TIP 5: Get Creative with the Tasks

boring english homework is painful for students. be creative

Many of our students hate homework. Perhaps ‘despise’ would be a better word. And is it any wonder? Especially when it comes to reading and writing. Learning to read and write well requires lots of practice, and a certain amount of repetition is inescapable. But, I would argue, there should be no reason for homework to be boring. There isn’t a more wondrous subject in the world than literacy, after all!

Reading and writing are very broad areas of learning. Ample opportunities are afforded to allow you to come up with engaging and creative ways for your students to reinforce their learning. You just need to begin with your learning objective and reverse engineer unique ways to get there.

Let’s take instruction writing as an example. Say you have already taught the key criteria of instruction writing: a title, a resource list, some diagrams with captions, bullet or numbered points, use of transition words and imperatives etc. You now want the students to consolidate their understanding of the genre by writing their own set of instructions at home, but how to do it in an interesting fashion?

Well, let’s brainstorm and see if we can’t make things a little more interesting for our students. Recipes are a type of instruction writing. You could set them the task of writing a recipe for their favorite sandwich, but that’s kind of, well, lame!

How about writing a recipe for the most disgusting sandwich in the world? Yes, now that’s much better. Maybe they could word process it too and include Creative Commons images to support the text, Or, they could even make a script and record a video instructional, sharpening up their video-editing skills along the way.

Regardless of which of these methods you choose, your students would still be fulfilling the original objective of reinforcing their understanding of the criteria of the genre.

Bear in mind, however, you should not set homework that requires students to use resources that they don’t have access to, so be sure to give this due consideration when getting creative with your homework tasks.

ENGLISH HOMEWORK TIP 6: Leverage Interest

pump up the purpose and value of homework to your students

“ You can bring a horse to water, but you can’t make it drink ”, as the old saying goes – and it certainly applies to homework.

This rule relies heavily on the relationship you build with your students over time. Allied to the point above, there are a million different ways to teach an objective, but try to engineer activities that leverage the specific interests of your students.

If you are setting a homework task to reinforce reading comprehension skills, for example, are there opportunities for you to select, or allow your students to select, material that they are interested in?

The same applies when selecting topics for writing. Where student interest is engaged, learning often becomes effortless.

ENGLISH HOMEWORK TIP 7: Give Homework At The Start of the Lesson

make homework a priority in your planning, not an afterthought.

It is general practice to give homework at the end of the lesson. By then, you will have introduced a lesson objective, worked through some examples during class, and now you can set homework for the students to further consolidate their understanding at home.

It makes sense, right? Well, yes, but there is another option.

Sharing the homework task with your students at the start of class may, at times, be preferable. There are several benefits to this. Often, at the end of class, our students are worn out. They are like greyhounds at the starting gate, raring to go home, to the next class, or for lunch. The last place their attention is is on more of the topic they have just been working on. Setting homework at the start of the class avoids the feeling like you are trying to herd cats at the end of class.

Another strong benefit to setting the homework at the start of the class is that it focuses the students on specific learning goals for the lesson to come. Students will be motivated to engage more with their learning as it will make their homework much easier to do that evening. Give it a go with your class and see!

The Takeaways


Homework should be used as a means of consolidating learning done in the classroom. Tasks should be focused and offer opportunities for students to improve their understanding of important concepts or develop specific skills.

Homework should be designed in such a way that it is manageable by students. It should not be beyond the limits of their abilities and time limits should be set to prevent student frustration from boiling over if they struggle to complete it.

Feedback needs to be given in a timely fashion for it to serve any useful purpose. This means that consideration must be given to your workload when assigning homework. Will you have enough time to mark the students’ work and provide the necessary feedback in a timely manner?

If not, reconsider the tasks you are setting. Remember, you may also find value in peer assessment activities too.

Also, try setting homework at the start of class to motivate student participation in the lesson to come. And, you’ll avoid that tussle at lesson’s end as the students rush for the door!

Literacy is such a fascinating subject area that there will always be room to create interesting homework tasks. You just require a little space to allow your imagination to run freely. The personal interests of your students can provide a great starting point for the creation of engaging and fun homework tasks.

Remember too, there’s an upper limit to how much homework you should set, and it may not always be necessary to set homework. When you do set homework, set it judiciously, and you will undoubtedly add to the learning experience of your students.


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13 Entertaining ESL Homework Ideas to Keep Your Students Engaged

Homework may not be many students’ favorite thing, but research says it’s truly an effective learning tool that teachers should use .

The trick is assigning great homework.

To help you do this with ease, we’ve compiled an awesome list of 13 homework assignments that will have your ESL students begging for more.

1. Read a Short Story

2. share a passion, 3. start a chat group, 4. listen to a podcast, 5. write a letter, 6. write an amazon review, 7. do a wikipedia edit, 8. write a short story or poem, 9. share their culture, 10. catch a movie, 11. meet new people, 12. analyze a song, 13. go on a photo scavenger hunt, what makes homework effective.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Have students read a short story for homework and then ask them to tell the class about the story in the next session.

I would recommend giving students some suggestions on what short stories to read, depending on the level of your students.

Here are some suggestions of short story collections for each level of ESL learner:

  • “The Very First Americans” by Cara Ashrose: This collection of short stories features Native American culture and history, written in simple language.
  • “Oxford Bookworms Library: Starter Level” This series offers simplified versions of classic stories, such as fairy tales, adventure stories and more.
  • “Classic Tales for ESL Students” by L.A. Hill: This collection of classic stories from literature is retold with easier vocabulary and sentence structure.


  • “The Best American Short Stories” This series features contemporary short stories from a wide range of American writers, so there’s something for everyone here.
  • “Short Stories in English for Intermediate Learners” by Olly Richards: This collection of engaging stories is designed specifically for intermediate ESL students.
  • “Roald Dahl: The Collected Short Stories” This delightful collection of quirky and imaginative tales has become a favorite of many of my students.
  • “Interpreter of Maladies” by Jhumpa Lahiri: This Pulitzer Prize-winning collection of short stories explores the immigrant experience, something which many ESL students can relate to.
  • “Dubliners” by James Joyce: This classic collection of interconnected stories captures the essence of Dublin in 1914. But it still feels modern to many students.
  • “Nine Stories” by J.D. Salinger: This classic collection of short stories is a class favorite when I’ve used it.

What do your students really care about? Give them a chance to talk about it in front of the class. 

Have each person choose something they’re passionate about, something they might consider themselves an expert on.

Challenge students to think of a creative way to present five must-know facts about that subject. They might make a movie, create a poster or brochure, write a song or even put on a skit.

Have each person present their creative project to the class, and then give the class five minutes to ask questions of the presenter.

Set certain parameters like students must speak in complete sentences or require that every student ask at least two questions at some point during the presentations.

Students will love sharing about their passions, and they’ll get some great speaking, listening and discourse information in the process, as well as teach the rest of the class some interesting vocabulary.

Ask for class for a volunteer to start a class WhatsApp chat group. They can also decide to use another messaging app like Telegram, Viber, Voxer or any other app that has a group chat function. 

Encourage them to send at least one message and to respond to a couple others for their homework. 

This text group has the added advantage of students being able to make friends with one another, and a place to ask about missed homework assignments on days when they can’t make it to class.

Note that if a student doesn’t want to be included in the chat group, you should have a back up assignment prepared for them.

Listening is one of the ESL student’s most difficult skills to acquire, so listening to a short podcast episode is ideal homework.

You can ask students to write a little about the podcast to turn in to you, or you can ask them to briefly summarize what they heard for the class in the next session.

Here are some suggestions for well done podcasts:

The English We Speak : Produced by the BBC, this podcast focuses on teaching commonly used phrases and idioms in conversational English.

The Moth : A storytelling podcast where real people share their personal experiences and anecdotes in English.

Stuff You Should Know : Though not specifically designed for ESL students, this podcast covers a vast array of interesting topics, providing exposure to diverse vocabulary and subject matters.

Ask your students to write a letter . The letter can be written to a friend or family member (which they could then actually mail or email), or it could be a fan letter to a favorite musician or actor. They could even write a letter to Santa Claus or a historical figure. 

For example, a student might choose to write a letter to Marie Antoinette, asking her what it was like to be the queen of France at such a young age. 

You can also choose to have students write letters to one another. Then the next homework can be writing that letter writer back.

Ask you students to review a product on Amazon (or any other shopping website that has reviews). Ask them to select a product they have really used, so they have a genuine opinion on the quality of the product and whether it lived up to their expectations.

Then, in the next session, show the reviews on the overhead projector to the class and ask a student to read the review.

You can then go over any errors in vocabulary, grammar or sentence structure and revise the review together as a class.

Since anyone can edit a Wikipedia article, it’s a great place for ESL students to hone their writing and editing skills, and they’ll have a built-in readership, too!

Ask students to select a person that they know a lot about—a well-known figure from history, pop culture, music or film would all work. Then ask them to read the Wikipedia entry to see if they can add anything else to the article.

Perhaps the article on Ryan Gosling is missing a key detail about his recent Ken performance. If so, the student will revise and edit the article. They should take notes on what they changed, so they can explain it to you or the class the next day.

Ask your students to get creative. Have them write a short story or a poem . This can get them to use descriptive language that they don’t always have a chance to use.

One good activity to do before you assign this homework is an adjective bubble chart. For this, you start with one adjective. For example, write “moist” on the board, circle it and then draw 4-5 lines coming off of the”moist” bubble.

Ask your students to come up with other adjectives that are related to “moist” and so on. They may come up with “wet,” “watery,” “soaked” or “damp.” Then draw lines from each of those. This can lead to words that you never expected to come up.

Have your students select 3-4 adjectives from this introduction activity that they’ll use in their story or poem.

Ask your students to prepare a short presentation on an aspect of their home culture to tell the class about in the next session. 

For example, a student from China may explain the Lunar New Year, a student from Vietnam may explain Tet or a student from El Salvador may tell the class about their quinceañera .

They can use photos, art, a PowerPoint presentation or they can just explain in their own words.

Then open the class up for questions.

Can you legitimately send students to the movies for homework? You can when you’re teaching ESL.

Your students don’t have to commit to a full-length movie. Instead, you can use the videos on FluentU to screen mini-lessons using clips from TV shows and movies, movie trailers, news segments, vlogs or music videos.

homework english school

Use these videos in the classroom or assign homework to watch a few and complete the subsequent quizzes. You can also ask students to complete flashcard quizzes based on vocabulary words you want them to pay special attention to. These quizzes are adaptable so every student will have a unique experience catered to his learning level.

There are plenty of ways to use a movie for language development. And whether students watch a new release or catch an old Elvis flick on TV, they can do any of the following activities as homework:

  • Summarize the plot.
  • Describe a main character.
  • Note new or interesting vocabulary (particularly slang) they hear while watching.
  • Write an interview with one of the characters in the movie.

I’m sure you also have your favorite movie-related language activities and many work as homework assignments. So get creative with how you have students share about what they watched.

For the most part, people are willing to help someone in need, and that is doubly true for someone who needs to complete an assignment for school.

That’s why sending students out to interview native speakers on campus is such a fun homework assignment.

Start by helping your students write a list of questions they’ll use for their interviews. Students can choose a topic or you can assign one, like leisure activities or celebrity news.

Tell students to list five to ten questions they might ask on that topic that will elicit specific answers. 

As a class, discuss how students might introduce themselves to a potential interviewee. 

Then send students out to their interviews after class. They can share the answers they got in the next session.

Music is great for English learners since it stresses many aspects of language that can otherwise be hard to isolate, like the emotion of language, intonation and stress.

Have students choose their favorite English language song to listen to for homework and then ask them to do the following:

  • Practice the lyrics to learn intonation and rhythm.
  • Note slang and cultural references in the songs.
  • Summarize the theme of the song, or just what it’s about.
  • Have students share their favorite lyrics and what a particular song means to them.

Give individual students or groups of up to three students a list of items to find on their homework scavenger hunt. But instead of being specific in your list (for example, including items such as cat), be descriptive in your list.

You might include items such as something frightening, something beautiful, something quiet, something cool.

Students find items they think fit the description. For example, someone who is claustrophobic might choose an elevator for something frightening. They then take a picture of it.

The next day, have each person get with a partner and show them the pictures they took for each item on the list.

If the connection is not obvious, students should ask their partner to explain why they chose a particular item, such as the elevator.

Assigning homework that works isn’t as hard as you might think, especially if you focus on the following points.

  • Put your homework in writing. It can be tempting to just announce homework assignments to students at the end of class, but language learners benefit when you reinforce what you say with what they can see. So take a minute to write any homework assignment on the board so students can read it as well as listen to it.
  • Let students know what goals you have for a particular assignment. Is it practicing a certain grammar point ? Improving their listening skills ? Pronunciation practice ? When students know why they’re doing something, they’ll be able to tell on their own when they’ve successfully completed their homework assignment.
  • Keep your homework practical . Your students may not find themselves planning out a menu for Thanksgiving when they leave your ESL classroom, but odds are they’ll have to order food at a restaurant at some point. Think about realistic ways students will have to use English in the real world and try to make your homework practical.
  • Let your students be creative . Give your students choices on how they express themselves or present information. It’s okay for students to make a home movie, put on a one-man play or paint a picture to present to the class. Just because you prefer a particular type of creative expression doesn’t mean your students do, so give them choices and let them express themselves.
  • Make homework fun! Every class has its own personality, so what’s fun for one might not be fun for another. Tailor your assignments to the personality of your class. Think about what they would think is fun, and go with that.

No matter what you believed in your student days, homework doesn’t have to be boring. With a little creativity when assigning homework, you might find that the activities you assign for outside of class become the highlights of your students’ days.

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Adolescent girl doing homework.

What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

  • How long will it take to complete?
  • Have all learners been considered?
  • Will an assignment encourage future success?
  • Will an assignment place material in a context the classroom cannot?
  • Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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The role of homework

Homework seems to be an accepted part of teachers’ and students’ routines, but there is little mention of it in ELT literature.

homework english school

The role of homework is hardly mentioned in the majority of general ELT texts or training courses, suggesting that there is little question as to its value even if the resulting workload is time-consuming. However, there is clearly room for discussion of homework policies and practices particularly now that technology has made so many more resources available to learners outside the classroom.

Reasons for homework

  • Attitudes to homework
  • Effective homework
  • Types of homework
  • Homework is expected by students, teachers, parents and institutions.
  • Homework reinforces and helps learners to retain information taught in the classroom as well as increasing their general understanding of the language.
  • Homework develops study habits and independent learning. It also encourages learners to acquire resources such as dictionaries and grammar reference books. Research shows that homework also benefits factual knowledge, self-discipline, attitudes to learning and problem-solving skills.
  • Homework offers opportunities for extensive activities in the receptive skills which there may not be time for in the classroom. It may also be an integral part of ongoing learning such as project work and the use of a graded reader.
  • Homework provides continuity between lessons. It may be used to consolidate classwork, but also for preparation for the next lesson.
  • Homework may be used to shift repetitive, mechanical, time-consuming tasks out of the classroom.
  • Homework bridges the gap between school and home. Students, teachers and parents can monitor progress. The institution can involve parents in the learning process.
  • Homework can be a useful assessment tool, as part of continual or portfolio assessment.

Attitudes to homework Teachers tend to have mixed feelings about homework. While recognising the advantages, they observe negative attitudes and poor performance from students. Marking and giving useful feedback on homework can take up a large proportion of a teacher’s time, often after school hours.

  • Students themselves complain that the homework they are given is boring or pointless, referring to homework tasks that consist of studying for tests, doing workbook exercises, finishing incomplete classwork, memorising lists of vocabulary and writing compositions. Where this is actually the case, the negative effects of homework can be observed, typified by loss of interest and a view of homework as a form of punishment.
  • Other negative effects of poorly managed homework include lack of necessary leisure time and an increased differential between high and low achievers. These problems are often the cause of avoidance techniques such as completing homework tasks in class, collaborating and copying or simply not doing the required tasks. In turn, conflict may arise between learners, teachers, parents and the institution.

Effective homework In order for homework to be effective, certain principles should be observed.

  • Students should see the usefulness of homework. Teachers should explain the purpose both of homework in general and of individual tasks.
  • Tasks should be relevant, interesting and varied.
  • Good classroom practice also applies to homework. Tasks should be manageable but achievable.
  • Different tasks may be assigned to different ability groups. Individual learning styles should be taken into account.
  • Homework should be manageable in terms of time as well as level of difficulty. Teachers should remember that students are often given homework in other subjects and that there is a need for coordination to avoid overload. A homework diary, kept by the learner but checked by teachers and parents is a useful tool in this respect.
  • Homework is rarely co-ordinated within the curriculum as a whole, but should at least be incorporated into an overall scheme of work and be considered in lesson planning.
  • Homework tends to focus on a written product. There is no reason why this should be the case, other than that there is visible evidence that the task has been done.
  • Learner involvement and motivation may be increased by encouraging students to contribute ideas for homework and possibly design their own tasks. The teacher also needs to know how much time the students have, what facilities they have at home, and what their preferences are. A simple questionnaire will provide this data.
  • While homework should consolidate classwork, it should not replicate it. Home is the outside world and tasks which are nearer to real-life use of language are appropriate.
  • If homework is set, it must be assessed in some way, and feedback given. While marking by the teacher is sometimes necessary, peer and self-assessment can encourage learner independence as well as reducing the teacher’s workload. Motivating students to do homework is an ongoing process, and encouragement may be given by commenting and asking questions either verbally or in written form in order to demonstrate interest on the teacher’s part, particularly in the case of self-study and project work.

Types of homework There are a number of categories of useful and practicable homework tasks.

  • Workbook-based tasks Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. Most workbooks claim to be suitable for both class and self-study use, but are better used at home in order to achieve a separation of what is done in class and at home. Mechanical practice is thus shifted out of class hours, while this kind of exercise is particularly suited to peer- or self-checking and correction.
  • Preparation tasks Rarely do teachers ask learners to read through the next unit of a coursebook, though there are advantages in involving students in the lesson plan and having them know what is coming. More motivating, however, is asking students to find and bring materials such as photographs and pictures, magazine articles and realia which are relevant to the next topic, particularly where personalisation or relevance to the local context requires adaptation of course materials.
  • Extensive tasks Much can be gained from the use of graded readers, which now often have accompanying audio material, radio and TV broadcasts, podcasts and songs. Sometimes tasks need to be set as guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What is important is that learners share their experiences in class. Extensive reading and listening may be accompanied by dictionary work and a thematic or personalised vocabulary notebook, whereby learners can collect language which they feel is useful.
  • Guided discovery tasks Whereas classroom teaching often involves eliciting language patterns and rules from learners, there is also the option of asking learners to notice language and make deductions for themselves at home. This leads to the sharing of knowledge and even peer teaching in the classroom.
  • Real-world tasks These involve seeing, hearing and putting language to use in realistic contexts. Reading magazines, watching TV, going to the cinema and listening to songs are obvious examples, offering the option of writing summaries and reviews as follow-up activities. Technology facilitates chat and friendship networks, while even in monolingual environments, walking down a shopping street noticing shop and brand names will reveal a lot of language. As with extensive tasks, it is important for learners to share their experiences, and perhaps to collect them in a formal or informal portfolio.
  • Project work It is a good idea to have a class or individual projects running over a period of time. Projects may be based on topics from a coursebook, the locality, interests and hobbies or selected individually. Project work needs to be guided in terms of where to find resources and monitored regularly, the outcome being a substantial piece of work at the end of a course or term of which the learner can claim ownership.

Conclusion Finally, a word about the Internet. The Web appears to offer a wealth of opportunity for self-study. Certainly reference resources make project work easier and more enjoyable, but cutting and pasting can also be seen as an easy option, requiring little originality or understanding. Conferring over homework tasks by email can be positive or negative, though chatting with an English-speaking friend is to be encouraged, as is searching for visual materials. Both teachers and learners are guilty of trawling the Net for practice exercises, some of which are untried, untested and dubious in terms of quality. Learners need guidance, and a starting point is to provide a short list of reliable sites such as the British Council's  LearnEnglish  and the BBC's Learning English  which provide a huge variety of exercises and activities as well as links to other reliable sources. Further reading Cooper, H. Synthesis of Research on Homework . Educational Leadership 47/3, 1989 North, S. and Pillay, H. Homework: re-examining the routin e. ELT Journal 56/2, April 2002 Painter, L. Homework . English Teaching Professional, Issue 10, 1999 Painter, L. Homework . OUP Resource Books for Teachers, 2003

First published in October 2007

Mr. Steve Darn I liked your…

Mr. Steve Darn I liked your method of the role of the homework . Well, I am one of those laggard people. Unfortunately, when it comes to homework, I definitely do it. Because, a student or pupil who understands new topics, of course, does his homework to know how much he understands the new topic. I also completely agree with all of Steve Darn's points above. However, sometimes teachers give a lot of riff-raff homework, just like homework is a human obligation. This is a plus. But in my opinion, first of all, it is necessary to divide the time properly, and then to do many tasks at home. Only then will you become an "excellent student" in the eyes of the teacher. Although we live in the age of technology, there are still some people who do not know how to send homework via email. Some foreign teachers ask to send tasks by email. Constant email updates require time and, in rare cases, a fee. My above points have been the cause of constant discussions.

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  • Homework English Phrases | English Speaking Practice

Homework Sentences and Phrases in English | English Speaking Practice

Learn 48 English phrases that can be used after school with your children.

✅ Do you want to improve your English speaking skills? ✅

Join Rob Woodward as he teaches you common phrases used in English conversations and daily life so that YOU can speak English fluently. In this lesson, you will improve your English speaking skills and listening skills at the same time by learning 48 English phrases about homework after school. These are common phrases in English for daily life as a part of the afternoon routine, especially ones said by parents to their children.

Some examples of the English phrases in this lesson include:

  • What homework do you have today?
  • You  might want to check that answer again.
  • Have you finished your essay yet?
  • Remember to read the instructions
  • I knew you could do it. Well done!
  • and 43 more phrases you need to know!

🔥 How to improve your English speaking skills 🔥

1. Repeat each phrase after me. – Try to say each phrase the same way I say it. – Copy the way I say the words together at the same speed. 2. Repeat the lesson again the next day until you naturally sound the same as me.

This is a great way to practice your English pronunciation and improve your listening skills.

REAL human voice – Not a computer voice

Rob Woodward (an English teacher from New Zealand) appears on the screen saying each phrase. This is to show each lesson is spoken by a REAL PERSON, a native English speaker and not a computerized unnatural robotic AI voice.

Homework - Learn English phrases - Speaking practice with Woodward English


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English Homework

✔︎ free homework PDFs ✔︎ for teachers to use with ESL classes ✔︎ printer-friendly ✔︎ answers provided

Level: pre-intermediate

Grammar homework.

  • Homework: Present Continuous I am doing, I am not doing...
  • Homework: Present Simple I am, I am not, I have, I don't have...
  • Homework: Future Simple I will do, I won't do...
  • Homework: SHOULD/SHOULDN'T you should do, you shouldn't do...
  • Homework: Past Continuous I was doing, we were doing, they were doing...
  • Homework: MUST vs HAVE TO must do, mustn't do, have to do, don't have to do...
  • Homework: Comparative Adjectives colder, better, easier, more expensive...
  • Homework: Superlative Adjectives the smallest, the worst, the most expensive...
  • Homework: Definite or Indefinite Article a, at, the
  • Homework: Demonstrative Determiners this, that, these, those
  • Homework: Zero Conditional If I don't get exercise, I get fat
  • Homework: First Conditional If you go to bed late, you’ll be tired tomorrow
  • Homework: Second Conditional If I saw a snake, I would scream
  • Homework: GOING TO it is going to rain...
  • Homework: Prepositions of Place at, in, above, below...
  • Homework: Prepositions of Time at, in, on

Level: intermediate

  • Grading Adverbs slightly, rather, very, extremely...
  • Non-Gradable Adjectives freezing, tiny, filthy, boiling, furious...
  • Homework: Reported Speech Tom said he was bored, I asked where he was...
  • Homework: Countable vs Uncountable Nouns job/work, suitcase/luggage...
  • Homework: Tag Questions It's cold, isn't it?...
  • Homework: Phrasal Verbs put up, turn off, break down...
  • Homework: Future Continuous I will be doing, I won't be doing...
  • Homework: Future Perfect I will have done, I won't have done...
  • Homework: Past Perfect Continuous I had been doing, I hadn't been doing...
  • Homework: Past Perfect I had seen, he had seen...
  • Homework: Reflexive Pronouns myself, yourself, himself, herself, itself...
  • Homework: Adverbs of Place where, here, there, downstairs, everywhere...
  • Homework: Adverbs of Degree fairly, pretty, quite, extremely, totally...
  • Homework: Adverbs of Manner badly, well, slowly, easily, loudly...
  • Homework: Adverbs of Time now, then, yesterday, tomorrow, earlier...
  • Homework: BE USED TO vs USED TO I’m used to waking up early / I used to wake up early...
  • Homework: Third Conditional If I had known it was your birthday, I would have sent you a card
  • Homework: Coordinating Conjunctions for, and, but, or, yet...
  • Homework: Subordinating Conjunctions although, despite, while, because, since...
  • Homework: Indefinite Pronouns somebody, anybody, nothing, everything, anywhere...
  • Homework: Infinitive or -ing to be/being, to do/doing, to eat/eating...
  • Homework: Passive Voice is made, are used, was born, was invented, were stolen...
  • Homework: Past Simple vs Present Perfect Simple I did vs I have done...
  • Homework: Present Perfect Simple vs Continuous I have done vs I have been doing...
  • Homework: Quantifiers a few, a little, much, many, a lot of...
  • Homework: Possessive Pronouns mine, yours, his...
  • Homework: Relative Pronouns who, whom, which, that...

Vocabulary Homework

  • Homework: Newspaper Vocabulary editor, tabloid, journalist, sensationalist, headline...
  • Homework: Insurance Vocabulary premium, policy, claim, goods in transit, liability...
  • Homework: Pollution Vocabulary sewage, smog, industrialised, fossil fuels, pollution...
  • Homework: Advertising Vocabulary billboard, target, ad, promote, commercial...
  • Homework: Property Vocabulary tenant, rent, estate agent, freehold, landlord...
  • Homework: Law Vocabulary jury, barrister, sentence, sue, attorney...
  • Homework: Money Vocabulary invest, hard currency, transaction, cashier...
  • Homework: Animal Vocabulary herd, kitten, lioness, calf, peacock...
  • Homework: Medical Vocabulary pain, swollen, allergic, side-effects...
  • Homework: Air Travel Vocabulary baggage claim, board, jet-lag, runway...
  • Homework: Body Vocabulary calf, cheeks, liver, thumb, wrist...
  • Homework: Rooms, Furniture, Appliances Vocabulary attic, counter, freezer, hallway...
  • Homework: Telephone Vocabulary hang up, pay phone, missed call, receiver...
  • Homework: Employment Vocabulary dismiss, interview, recruit, salary, staff...
  • Homework: Criminals Vocabulary arsonist, bigamist, burglar, murderer, thief...
  • Homework: Computer Vocabulary app, email, modem, external drive, ebook...
  • Homework: Weather Vocabulary chilly, flood, hail, drought, temperature...
  • Homework: Music Vocabulary band, beat, verse, genre, artist...
  • Homework: Movies Vocabulary sci-fi, director, cast, genre, comedy...
  • Homework: Sports Vocabulary score, compete, cheer on, beat, train...
  • Homework: Cooking Verbs boil, grate, whisk, fry, stir...
  • Homework: Confusing Words accept/except, bring/take, raise/rise...
  • Homework: Homophones bear/bare, fare/fair, desert/dessert...
  • Homework: Interjections hmm, shh, yuck, aah, wow...
  • Homework: CAN, COULD, BE ABLE TO I can run, I could run, I will be able to run...
  • Homework: Modal Verbs of Deduction can't be, must be, could have been...
  • Homework: Prefixes re-, mis-, over-, under-, ex-...
  • Homework: Opposite Prefixes INappropriate, IRregular, IMpolite...
  • Homework: Adjective Suffixes -ing, -ous, -able, -ive, -ful...
  • Homework: Noun Suffixes -al, -er, -ment, -ness, -tion, -y...

See also: Talking Point Homework and Discussion

  • The Cult of Homework
  • Who Invented Homework?
  • The pros and cons of homework for English language learners

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Block Club Chicago

Block Club Chicago

Your Neighborhood News Site

How A Humboldt Park School Is Helping Immigrant Parents Learn English And Gain Confidence

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homework english school


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HUMBOLDT PARK — All is quiet inside a Humboldt Park elementary school filled with student artwork, class pictures and flags — except for one classroom, where there’s soft chatter in English and Spanish.

It is home to Lowell Elementary School’s first English as a second language class, where 20-30 Latino parents and relatives of the school community meet Tuesday and Thursday mornings.

The group is a mix of new arrivals, longtime immigrant mothers and relatives who wanted more opportunities to practice English, help their children with homework and integrate into the neighborhood.

For some, learning English is also their ticket to getting a job and enrolling in college classes to further enrich their lives in Chicago, they said.

“I want to learn English so I can go to school and get a degree and acclimate here,” said Francelys Tineo, who arrived from Venezuela a few months ago and whose daughter attends Lowell. “My husband is trying to get work while I am in class, but we can’t work here yet. But I want to better communicate with people when I can get a job.”

homework english school

Like many Chicago Public Schools , Lowell, 3320 W. Hirsch St., has seen an influx of migrant children enroll over the past year, growing its already high Latino student population, according to school data . The school has 304 students, 95 percent of whom are low-income students and 38 percent of whom are English learners, data shows.

Data on how many new arrivals have settled into Lowell since last year was not available, but the district has welcomed about 5,700 newcomers in collaboration with the city’s family services department, a CPS spokesperson said.

Noelia Llamis, who has lived in Humboldt Park for 18 years and is from Mexico, is on Lowell’s bilingual board and is a member of the school’s parent advisory council. She was one of the mothers who pushed the school to offer the program, she said.

As the Spanish-speaking parent group grew with more migrant parents, they kept asking school officials what could be done to have more opportunities to learn English that fit their schedules, she said.

homework english school

School liaison Maya Brahl reached out to Literacy Chicago — a volunteer group that offers free English classes, digital literacy and workforce skills to adults — to see if it could send a teacher to the school.

The school began a partnership with the nonprofit in November, making Lowell one of the first CPS schools to offer the free class after the pandemic, Brahl said.

“We need parents to learn and get practice writing and speaking in English so we can get more confidence, help our kids with homework and get more involved with the community,” Llamis said.

The attendance and level of engagement from parents has greatly benefited the school community, Brahl said.

“Teachers are reliant on the teachers as much as the teachers are reliant on the parents, so I think [the class] has helped foster that sense of community even more and a sense of agency for the parents,” Brahl said.

homework english school

Many who attend the class told Block Club it has helped boost their confidence, let go of fears in pronouncing words incorrectly and create lasting friendships and a greater sense of community.

Progressing from basic skills such as directions and letter pronunciation to more complex skills like reading and writing in English has given parents a valuable opportunity — and it’s free and accessible, parents said.

Carmen Tello, who is from Ecuador and has lived in the neighborhood for eight years, said the class has helped her come out of her shell and strengthen communication with her son.

“I need to communicate with my son and my community and with people from the school who help him, even doctors, so it’s very important to have this skill and train my English,” Tello said. “In all the jobs I have had, everyone speaks Spanish, so there has been no need to learn English, but now I want to. … I am still scared, but I try anyway. Now I have more confidence in speaking and pronouncing words correctly.”

From the other side of the classroom, teacher Marisol Guzman has seen the women blossom and feel more powerful in their language skills, she said.

homework english school

Through Literacy Chicago, Guzman has taught English literacy classes to migrants and refugees for three years around the city, and she has seen how the classes can empower attendees.

“There is something really powerful of just saying the words, even if it doesn’t sound right, just moving your tongue,” she said. “It’s a blessing to see them try, and putting themselves out there is powerful and very beneficial to them, as well.”

Guzman teaches all of her classes in English for a full immersion and only switches to Spanish as a last resort, she said.

“I like to challenge them and get them to work together, because I won’t always be here,” Guzman said. “If we have a new student, they may feel lost and need help, but others have been here a long time and can help, which is a good lesson and good to have a mix of learning.”

Llamis, who organizes events at the school and the park, said the class has broadened her horizons. She hopes the class can help more parents looking to get more involved with the community and assimilate.

“I’ve been here 18 years, and it’s never too late to learn,” she said. “I know English, but this has helped with my pronunciation and confidence a lot. I am grateful.”

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The best international schools in Moscow

  • 3 months ago

International british schools in Moscow

Embark on an educational journey in Moscow with a selection of elite schools catering to diverse needs. From the British-focused MCS, offering personalized bilingual education, to Riverside School’s immersive English environment in the picturesque Novogorsk, each institution stands out. Brookes School Moscow, part of a global network, promises quality education in a central location. Russian International School, combining Russian and British curricula, ensures holistic development. Whether it’s “Classika” emphasizing language proficiency or the innovative “Tomorrow’s School” with a unique biblical approach, Moscow’s educational landscape is rich and varied, ready to shape students for success on the global stage. Explore the options and discover the perfect fit for your child’s academic journey.

Let’s explore the top 11 schools in Moscow that meet the best criteria.

  • 1.1      Advantages of the school:
  • 2.1    Features:
  • 2.2    Licenses and Certificates:
  • 3.1    Key Features:
  • 4.1    Advantages:
  • 4.2    Location:
  • 5.1    Advantages:
  • 6.1    Special Features:
  • 6.2    Licenses and Certificates:
  • 7.1    Key Features:
  • 8.1    Features:
  • 8.2    Licenses and Certificates:
  • 9.1    Special Features:
  • 9.2    Licenses and Certificates:
  • 10.1     Features:
  • 10.2     Licenses and Certificates:
  • 11.1     Features:
  • 11.2     Licenses and Certificates:

     Advantages of the school:

– Students begin learning English from an early age, not only as a subject but as the primary means of instruction and communication.

– The program offers a comprehensive international-level education starting from kindergarten.

– Qualified teachers from English-speaking countries are involved in the teaching process.

– Small class sizes (up to 14 students) allow for individualized learning.

– The school provides additional activities such as drawing, dance, ballet, football, chess, jiu-jitsu, fencing, robotics, diving, vocal training, graphic design, and animation.

– Infrastructure: Modern campuses equipped for comfortable and engaging learning. Campuses are located in Skolkovo (western Moscow near the Skolkovo innovation center), Festivalnaya (northern Moscow near Rechnoy Vokzal metro station), and a campus in St. Petersburg near the Gulf of Finland.

British International School

BIS is one of the oldest international schools in Moscow, providing high-class education and a comprehensive approach for children aged 3 to 18. Over 2000 students have graduated from the school, gaining admission to leading universities in Russia and worldwide.

The school operates two departments:

– International Department: Education follows the best traditions of British schools based on the National Curriculum of England and the pre-university IB Diploma program.

– Russian Department: Education aligns with Federal State Educational Standards. English is intensively studied, and students can choose a second foreign language (French, Spanish, German, or Chinese).

BIS holds an “Excellent” rating in every category according to the British Schools Overseas inspection.


– International accreditations (ECIS, CIS, COBIS).

– Six schools in different areas of Moscow.

– Class sizes up to 15 students.

– Large team of qualified teachers.

– Over 25 school clubs including 3D modeling, programming, chess, ballet, mental arithmetic, martial arts, fashion design, etc.

– Comprehensive approach including school bus services, extended day programs, and psychological and speech therapy services.

   Licenses and Certificates:

– Moscow Department of Education and Science License.

– Edexcel Approved Centre Accreditation.

– Cambridge International Examinations Accreditation.

– IBO Accreditation.

– ECIS Membership Accreditation and Certificate.

– CIS Membership Accreditation and Certificate.

British School MCS

British School MCS focuses on the individual development of each student, offering a diverse range of courses and a creative atmosphere – fulfilling expectations of what parents seek from British schools. MCS provides bilingual education, skillfully combining British educational programs and Russian Federal State Educational Standards (FGOS). Graduates receive two diplomas.

   Key Features:

– Modern and high-quality education comparable to private English schools.

– Emphasis on developing critical thinking, curiosity, and increasing academic motivation through solving non-standard tasks.

– Full-day school with teaching based on individual educational routes, along with pedagogical and psychological support for each student.

– Balanced workload, collaboration of psychologists, educators, healthcare professionals, and a tailored schedule contribute to effective learning of both programs without mental exhaustion.

– Certificates such as A-levels, GCSE, and/or Cambridge CAE are awarded, granting the right to university admission in any English-speaking country.

Riverside School

Riverside School is a bilingual primary school located in the Moscow suburbs, in Novogorsk. It simultaneously follows British national and Russian educational programs. The British program includes Key Stage 1 (ages 5–7, grades 1–2) and Key Stage 2 (ages 7–12, grades 3–6). Alongside the British program, children undergo Russian primary education based on FGOS.


– Full immersion in an English-language environment.

– Experienced English-speaking educators in the English department.

– Wide range of extracurricular activities: sports (swimming, tennis, football, wrestling, skiing, golf), creative workshops (drawing, dance, music, theater), intellectual development clubs (chess, robotics).

– Professional security and daily bus transportation.

– Extended school hours until 20:00 with various activities and amenities for children.


Riverside School is situated in a nature conservation zone in the Skhodnya River valley, surrounded by over 1 hectare of forest.

Brookes School Moscow

Brookes School Moscow is an international coeducational private school founded in 2018. All subjects are taught in English, and it is part of the Brookes Education Group with schools worldwide. The institution includes a preschool section for children aged 2 and a school for children aged 6 to 7.

– Highly qualified teachers, many with advanced degrees.

– Exchange programs with schools in the USA, Canada, UK, South Korea, India.

– Healthy three-meal daily catering.

– Convenient location in one of Moscow’s best districts.

– School representatives assist with organizing accommodation in Moscow.

Russian International School (RIS)

RIS is an elite educational center offering dual programs: Russian and British national. The school features experienced educators from Russia and the UK, adhering to high standards in both Russian and British education.

   Special Features:

– Class sizes limited to 10 students.

– Additional sections and workshops: ballet, karate, artistic gymnastics, football, Chinese martial arts, theatrical studio, chess, and English clubs.

– Collaboration with British educational institutions, aiding with admissions and document processing.

– Accreditation from the British Examination Commission (Edexcel Approved Centre) to prepare students for A-levels and GCSE.

– Accreditation from Cambridge International Examinations, along with an educational license from the Russian Ministry of Education and state accreditation.

Academic Gymnasium

Academic Gymnasium offers preschool, primary, basic general, and secondary education according to the Russian educational program. It is also an ESOL center for conducting Cambridge English tests. Graduates successfully pass these tests, facilitating admission to foreign universities.

– Extensive extracurricular activities, including excursions, clubs, conferences, roundtable discussions, Olympiads, research, sports sections, and competitions.

– Options for full-time, homeschooling, part-time (external), and their combinations.

– Educational program supplemented with individual subjects from Cambridge University.

– Learning a second foreign language.

– Accreditation and license for educational activities.

– Certified Cambridge ESOL center.

European Gymnasium

European Gymnasium is one of the few international private schools in Russia using the International Baccalaureate (IB) program from grades 1 to 11. Children also follow the state educational program. In the primary school, the state program integrates with the PYP IBO approaches. From an early age, students deeply study English and begin learning a second foreign language.

– Preparation for the IB and Russian exams on individual programs.

– In-depth study of two foreign languages.

– Students in middle and high school can choose the language of instruction: English or Russian.

– Preparation for KET, PET, and FCE exams.

– Authorization for all three IB programs: PYP, MYP, DP.

– State accreditation and license.

School of Tomorrow

“School of Tomorrow” is a bilingual school based on biblical principles, using the proprietary teaching methodology created by Dr. Donald Howard. The approach involves individualized learning, allowing students to progress at their own pace.


– Mandatory SAT and TOEFL testing for graduates.

– Authorized to conduct Stanford testing since 2004.

– Graduates easily pass the Russian Unified State Exam (EGE) and gain admission to top global universities.

– Annual “School of Tomorrow” Olympiads with participants from various countries.

    Licenses and Certificates:

– NCPSA and Accreditation International certificates.

– Fire safety declaration.

– CITA accreditation.

Marina International Private School

Marina International Private School operates based on the federal program with a focus on mastering several foreign languages. Children start learning English from the 1st grade, and from the 4th grade, they choose French, Spanish, or German. In higher grades, a third foreign language is added to the curriculum.

– Collaboration with leading universities in the country, British, Canadian, and American universities.

– Educational exchanges and trips during holidays.

– Participation and victories in Olympiads and project work competitions (including in India and California).

– Marina, together with the California Theater, stages musicals in English.

– License and accreditation for educational activities.

– CIS (Council of International Schools) membership.

– Conclusion C (unknown context).


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The World’s 9 Most Beautiful Boarding Schools

By Katherine McLaughlin

Aerial photo of a school in the woods

At some point, who hasn’t daydreamed about attending one of the world’s many beautiful boarding schools in some faraway, majestic land? Thanks to films like Dead Poet’s Society, the Harry Potter series, or even the recently released The Holdovers, there’s certain allure around sleepaway prep schools: You’ll live with your best friends, discover secrets in storied halls, and spend free time immersed in beautiful nature. Of course, films make the classes, which often take place in state-of-the-art facilities, appear as mesmerizing as they are rigorous. But what about the nonfictional boarding schools? While we can’t say just how much art imitates life in the films, these real-life beautiful boarding schools make us believe that the set designers got it right. Below, AD visits nine striking boarding schools around the world.

Collection of buildings on a hill with a view of a lake in the background and mountains

TASIS (Montagnola, Switzerland)

The American School in Switzerland, or TASIS, is a a coed boarding and day school founded in 1956. Located on Collina d’Oro (the Hill of Gold), the prep school overlooks Lake Lugano.

Aerial photo of a school in the woods

Institut auf dem Rosenberg (St. Gallen, Switzerland)

Old and new blend at Switzerland’s Institut auf dem Rosenberg, where one can find Art Nouveau villas, the Rosenberg Space Habitat (a 3D-printed structure designed to house two people in space), and even a learning pavilion with a Vitra furniture concept . “At Rosenberg, we honor our architectural heritage by combining it with modern design, crafting a distinctive educational setting that stimulates the creativity and imagination of young individuals,” Bernhard Gademann, president of the board, tells AD . “This fusion creates a unique learning and living experience that fosters a sense of history and appreciation for human innovation, showcasing cutting-edge technology.”

Founded in 1440 by Henry VI Eton College is known for its alumni known as Old Etonians which includes 19 prime ministers...

Eton College (Eton, Berkshire)

Founded in 1440 by Henry VI, Eton College is known for its alumni, known as Old Etonians , which includes 19 prime ministers, actors, and even Prince William and Harry. The school has over 500 buildings spread over less than a square mile, which span architecture styles including neoclassical and Tudor.

aerial image of a boarding school

Subiaco Academy (Subiaco, Arkansas)

Another boys boarding school, Subiaco Academy was founded in 1928 and teaches grades 7–12. The school is part of Subiaco Abbey, a Benedictine monastery, featuring striking cloisters.

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aerial view of a campus with grey stone buildings

Emma Willard School (Troy, New York)

Located in Troy, New York, the Emma Willard School is a private day and boarding school for girls in grades 9–12 founded by Emma Willard, a female education activist. Three of the buildings on campus are designed in the collegiate Gothic style, which circle a balmy central quad.

Salem Imperial Abbey on Lake Constance today the seat of the boarding school Schule Schloss Salem aerial view of the...

Schule Schloss Salem International College (Baden-Württemberg, Germany)

Schule Schloss Salem is spread across three campuses, but its most notable facilities are those in Salem, Germany. Housed inside a former Cistercian monastery known as Salem Abbey, the lower and middle schoolers take classes inside what is now Salem Castle.

boarding school lawn

St. Andrew’s School (Middletown, Delaware)

There are only three coed schools in the United States where all students board, and perhaps the most recognizable is St. Andrew’s School in Middletown, Delaware. The idyllic campus—which spans 2,200 acres—stood in for the fictional Welton Academy in Dead Poet’s Society.

redishpink building in Rome

St. Stephen’s School Rome (Rome, Italy)

Within walking distance to the Colosseum, Circus Maximus, and the Roman Forum, St. Stephen’s School is located in the heart of Rome. An American school, the founders’ chose to start the school in Eternal City because it is “the symbol and repository of the enduring ethical, cultural, and religious values of the West” and “one of the most cosmopolitan international crossroads of the modern world.” The school is perched on Aventine Hill, one of the Seven Hills on which ancient Rome was built.

view of a school on the peak of a mountain in India

Woodstock School (Mussoorie, India)

Perched along the foothills of the Himalayas sits Asia’s oldest international boarding school, Woodstock School. Once visited by Pearl Buck, a Nobel- and Pulitzer Prize–winning novelist, she wrote a foreword in the school’s 1963 yearbook , “It may be a good thing to live on the top of mountains and on the edge of precipices—you learn early not to fear the heights and depths.”

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7 most PRESTIGIOUS & EXPENSIVE districts in (and near) Moscow

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1. Rublevka

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Rublevka, simply put, is Russia’s “Beverly Hills”: home to rich, famous, and influential Russians who live in luxury, hidden behind tall fences and walls. Technically, it is located outside Moscow, some 10 kilometers to the west via the Rublevo-Uspenskoe Highway, yet the area, and its residents, are nonetheless an integral part of Russia’s capital.

Officially, there is no such an administrative unit as Rublevka. Instead, the name of the area is a social construction, popularised in mass culture as a synonym of being filthy rich, as it is one of the most expensive residential areas in the world. It is also a play of words as – you know it – the ruble is the Russian currency.

In Tsarist Russia, nobility built homes here, only to be replaced by dachas of Lenin, Stalin, and other state officials after the Bolshevik Revolution. In Soviet times, famous scientists, artists, and writers — including Mstislav Rostropovich, Andrei Sakharov, Dmitry Shostakovich — had dachas in Rublevka. Today, Rublevka is inhabited by oligarchs, multi-millionaires, and all-powerful figures. The Russian President’s official residence is in Novo-Ogaryevo – not far from Rublevka.

Although Rublevka is considered the most famous luxury residential area in the immediate vicinity of Moscow, there are many other elite villages and areas in the Moscow Region, most of which are located to the west of the capital.

2. Ostozhenka and the ‘Golden Mile’

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The Golden Mile is an unofficial name for one of the most expensive residential areas in Moscow. It is a small piece of land where luxury real estate has been built. It is located between Ostozhenka Street and Prechistenskaya Embankment, a 10-15 minute walk from the Kremlin, with some of the buildings overlooking the Moscow River.

With prices up to $40,000 for a square meter, Ostozhenka is often listed among the most expensive streets in the world. Given that an average apartment there is around 240 square meters in size, the price tag for it can reach as high as $10 million or even more.

“[Before 1989], this area was abandoned, because of the planned construction of the Palace of the Soviets (which was to be built on the site of the Cathedral of Christ the Saviour). The entire area was planned to be cleared to make possible the construction of a wide avenue leading to the Lenin Hills [currently known as Vorobyovy Gory],” says Alexander Skokan, an architect and a founder of the Ostozhenka Bureau.

However, the Palace of the Soviets was never built. Instead, luxury houses began to be erected there. Consequently, it may be hard to come by residents in this area, as most of the buildings have been bought for investment purposes.

3. Khamovniki

homework english school

Khamovniki is the official name of a district located in central Moscow. It starts from Aleksandrovskiy Sad next to the Kremlin and spreads across to the Luzhniki Stadium and Sparrow Hills (Vorobyovy Gory) in the western part of the city.

Historically, this is where weavers used to live, who were known as ‘Khamovniki’ in the 17th century. Hence, the name of this historic district.

Today, Khamovniki is one of the most popular areas of the Russian capital among apartment buyers. Yet, it’s also one of the most expensive districts in Moscow, where one square meter of apartment costs approximately $11,000; a price tag far beyond the average in Moscow.

The Moscow River, multiple parks and numerous metro stations make this elite district ecologically clean and also easily accessible from anywhere in the city. Pre-revolutionary houses, Soviet buildings and modern projects are available on this stretch of land. Among others, one of Russia’s greatest writers Leo Tolstoy owned an estate in Khamovniki in 1882 (which is now part of his family estate).

4. Yakimanka

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This is a neighboring district to Khamovniki, lying to the Southwest of the city center. Everyone who has ever been to Moscow knows Gorky Park, which covers most of the district’s territory. Yakimanka is one of the most stylish areas in Moscow and it is well known for its clubs, cocktail bars and cozy restaurants, as well as for the State Tretyakov Gallery and the Muzeon Park of Arts.

The district is also home to old factories built in the early 19th century. Most of these buildings have been rebuilt as offices. Elite real estate in this district may also cost up to $20,000 per square meter.

homework english school

This is another historic and luxurious district, craved by anyone who dreams of settling in Moscow. It stretches from the Moscow Kremlin on the west to the Moscow River in the east, with New Arbat Avenue being its major artery. Here, the famous Spaso House , the residence of the U.S. ambassador to Russia since 1933, is located, as well as other historical landmarks .

As in many other districts in Moscow, Arbat has it all when it comes to real estate: pre-revolutionary houses, Soviet buildings and modern luxury apartment blocks. An average price tag for a square meter of real estate here is $10,000. Yet, naturally, you can find much more expensive housing than that in the area.

6. ‘Presnya’

homework english school

The Presnensky district, as it is officially known, lies to the immediate north of the Arbat district. Although real estate here is generally not as expensive as in the above-mentioned districts, there are two especially affluent areas that make the average price tag skyrocket: Patriarch Ponds and the Moscow City business center, where the famous skyscrapers are located.

One square meter in one of the towers of the Moscow City business center can cost up to $20,000. Considering there are premium apartments that take a whole or even multiple levels, the final price can be extremely high.

7. Tverskoy, Meschansky, and Zamoskvorechye



These three districts — two to the north of the Kremlin and one to the south — are all affluent areas of the city. The State Duma and the Governor-General Building (which today is the Moscow Mayor's Office), among other important buildings, are located in Tverskoy district.

These three districts are similar to each other in the sense that they lack vacant land to make major new development projects possible. Instead, a relatively small number of offers is on the market. The average price of one square meter of housing in these areas amounts to $7,300.

Click here to find out what to sightsee on Tverskaya street.

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Moscow concert hall attack: Why is ISIL targeting Russia?

Deadly attack in Moscow claimed by ISIL affiliate leaves more than 133 people dead and approximately 100 injured.

A view shows the Crocus City Hall concert venue following Friday's deadly attack, outside Moscow, Russia, March 23, 2024. Sergei Vedyashkin/Moscow News Agency/Handout via REUTERS ATTENTION EDITORS - THIS IMAGE HAS BEEN SUPPLIED BY A THIRD PARTY. MANDATORY CREDIT.

More than 133 people have been killed and more than 100 others were injured following a brazen attack on concertgoers at Moscow’s Crocus City Hall before a performance by a Soviet-era rock band on Friday.

Assailants dressed in camouflage uniforms opened fire and reportedly threw explosive devices inside the concert venue, which was left in flames with its roof collapsing after the deadly attack.

Keep reading

At least 115 killed, more than 185 injured in attack on moscow concert hall, more than 130 killed in moscow concert hall attack, ‘heinous, cowardly’: world reacts to attack on moscow concert hall, moscow concert hall attack: what do we know so far.

Eleven people had been detained, including four people directly involved in the armed assault, Russia’s Interfax news agency reported on Saturday.

ISIL’s Afghan branch – also known as the Islamic State in Khorasan Province, ISKP (ISIS-K) – has claimed responsibility for the attack and United States officials have confirmed the authenticity of that claim, according to the Reuters news agency.

Here is what we know about the group and their possible motive for the Moscow attack.

ISIL’s Afghanistan branch

The group remains one of the most active affiliates of ISIL and takes its title from an ancient caliphate in the region that once encompassed areas of Afghanistan, Iran, Pakistan and Turkmenistan.

The group emerged from eastern Afghanistan in late 2014 and was made up of breakaway fighters of the Pakistan Taliban and local fighters who pledged allegiance to the late ISIL leader, Abu Bakr al-Baghdadi .

The group has since established a fearsome reputation for acts of brutality.

Murat Aslan, a military analyst and former Turkish army colonel, said ISIL’s Afghanistan affiliate is known for its “radical and tough methodologies”.

“I think their ideology inspires them in terms of selecting targets. First of all, Russia is in Syria and fighting against Daesh [ISIL] like the United States. That means they see such countries as hostile,” Aslan told Al Jazeera.

ISIS militants who surrendered to the Afghan government are presented to media in Jalalabad, Nangarhar province, Afghanistan November 17, 2019. REUTERS/Parwiz TPX IMAGES OF THE DAY

“They are now in Moscow. Previously they were in Iran, and we will see much more attacks, maybe in other capitals,” he added.

Though its membership in Afghanistan is said to have declined since a peak in about 2018, its fighters still pose one of the greatest threats to the Taliban’s authority in Afghanistan.

Previous attacks by the group

ISKP fighters claimed responsibility for the 2021 attacks outside Kabul airport that left at least 175 civilians dead, killed 13 US soldiers, and many dozens injured.

The ISIL affiliate was previously blamed for carrying out a bloody attack on a maternity ward in Kabul in May 2020 that killed 24 people, including women and infants. In November that same year, the group carried out an attack on Kabul University, killing at least 22 teachers and students.

In September 2022, the group took responsibility for a deadly suicide bombing at the Russian embassy in Kabul.

Last year, Iran blamed the group for two separate attacks on a major shrine in southern Shiraz – the Shah Cheragh – which killed at least 14 people and injured more than 40.

The US claimed that it intercepted communications confirming that the group was preparing to carry out attacks before coordinated suicide bombings in Iran in January this year killed nearly 100 people in the southeastern Iranian city of Kerman. ISKP claimed responsibility for the Kerman attacks.

Why is ISIL attacking Russia?

Defence and security analysts say the group has targeted its propaganda at Russian President Vladimir Putin in recent years over the alleged oppression of Muslims by Russia.

“Russian foreign policy has been one big red flag for ISIS [ISIL],” Michael Kugelman, director of the South Asia Institute at the Washington-based Wilson Center told Al Jazeera. “The Soviet invasion of Afghanistan, Russian actions in Chechnya, Moscow’s close relationships with the Syrian and Iranian governments, and especially the military campaigns that Russia has waged against ISIS fighters in Syria and — through Wagner Group mercenaries – in parts of Africa.”

All of that has meant that Moscow has become a focus of ISKP’s “extensive propaganda war,” said Amira Jadoon, assistant professor at Clemson University in South Carolina and co-author of, The Islamic State in Afghanistan and Pakistan: Strategic Alliances and Rivalries.

“Russia’s engagement in the global fight against ISIS and its affiliates, especially through its military operations in Syria and its efforts to establish connections with the Afghan Taliban – ISIS-K’s rival – marks Russia as a key adversary for ISIS/ISIS-K,” Jadoon told Al Jazeera.

Syrian and Russian soldiers are seen at a checkpoint near Wafideen camp in Damascus, Syria March 2, 2018. REUTERS/Omar Sanadiki

Should the Moscow attack be “definitely attributed” to ISKP, Jadoon said, the group hopes to win support and advance “its goal to evolve into a terrorist organisation with global influence” by demonstrating that it can launch attacks within Russian territory.

“ISK [ISKP] has consistently demonstrated its ambition to evolve into a formidable regional entity … By directing its aggression towards nations such as Iran and Russia, ISK not only confronts regional heavyweights but also underscores its political relevance and operational reach on the global stage,” Jadoon said.

Kabir Taneja, a fellow at the Strategic Studies Programme of the Observer Research Foundation – a think tank based in New Delhi, India – told Al Jazeera that Russia is seen by ISIL and its affiliates as “a crusading power against Muslims”.

“Russia has been a target for ISIS and not just ISKP from the beginning,” Taneja, author of the book, The ISIS Peril, said.

“ISKP attacked [the] Russian embassy in Kabul in 2022, and over the months, Russian security agencies have upped their efforts to clamp down on pro-ISIS ecosystems both in Russia and around its borders, specifically Central Asia and the Caucusus,” he said.

In early March, Russia’s Federal Security Service, better known as the FSB, said it had thwarted an ISIL plan to attack a Moscow synagogue.

“The most compelling current motivation for ISIS-K to attack Russia is the Taliban factor. The Taliban is a bitter rival of ISIS, and ISIS views Russia as a friend of the Taliban,” said Kugelman.

A picture taken on October 3, 2015 shows Russian Sukhoi Su-30 SM jet fighters landing on a runway at the Hmeimim airbase in the Syrian province of Latakia. AFP PHOTO / KOMSOMOLSKAYA PRAVDA / ALEXANDER KOTS *RUSSIA OUT* (Photo by ALEXANDER KOTS / KOMSOMOLSKAYA PRAVDA / AFP) / RUSSIA OUT

Moscow’s close relations with Israel are also anathema to ISIL’s ideology, Taneja said.

“So this friction is not new ideologically, but is so tactically,” he told Al Jazeera.

There’s another factor, too: Largely away from the world’s attention, the armed group has regrouped into a formidable force after setbacks in Syria and Iran.

“ISKP in Afghanistan has grown in strength significantly … and it’s not just ISKP, ISIS in its original regions of operations, Syria and Iraq, also sees [an] uptick in operational capabilities,” Taneja said. Today, he added, it is “ideologically powerful even if not politically, tactically or strategically … that powerful any more”.

That poses a challenge for a distracted world, he said.

“How to combat this is the big question at a time when big power competition and global geopolitical churn has put counterterrorism on the back burner,” Taneja added.

Firefighters walk near the Crocus City Hall concert venue following Friday's deadly attack, outside Moscow, Russia, March 23, 2024. Sergei Vedyashkin/Moscow News Agency/Handout via REUTERS ATTENTION EDITORS - THIS IMAGE HAS BEEN SUPPLIED BY A THIRD PARTY. MANDATORY CREDIT.

How has ISIL responded?

ISKP social media channels are “jubilant” following the attack on Moscow, said Abdul Basit, a senior associate fellow at the S Rajaratnam School of International Studies, Singapore.

“They are celebrating the attack,” Basit told Al Jazeera, adding that supporters are “translating and recirculating the responsibility claim” issued by the ISIL-linked Amaq News Agency.

Basit said that ISIL’s method of operations involves amplifying a propaganda campaign in advance of large-scale attacks and this had been observed in recent anti-Russian messaging. Such attacks “add to the credibility” of armed groups, Basit explained, which then “increases the scope of their funding, recruitment and propaganda”.

More attacks are possible in Russia and elsewhere, he added, given the key role that ISIL recruits of Central Asian origin – particularly Tajiks – played when the group held territory in Syria. They have now returned to the Central Asia region and their intent to carry out attacks has now materialised in capability, Basit said.

Previous attacks in Russia

Moscow and other Russian cities have been the targets of previous attacks.

In 2002, Chechen fighters took more than 900 people hostage in a Moscow theatre, the Dubrovka, demanding the withdrawal of Russian troops from Chechnya and an end to Russia’s war on the region.

Russian special forces attacked the theatre to end the standoff and 130 people were killed, most suffocated by a gas used by security forces to leave the Chechen fighters unconscious.

The deadliest attack in Russia was the 2004 Beslan school siege which was carried out by members of a Chechen armed group seeking Chechnya’s independence from Russia. The siege killed 334 people, including 186 children.

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Veteran english teacher, 50, resigns after school district discovers onlyfans, fansly accounts.

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A 50-year-old high school teacher resigned when her OnlyFans account was discovered by her school district, becoming just the latest educator to lose their job because of their adult content side hustle.

Jennifer Ruziscka has worked within the Springfield (Ohio) Local School District for nearly 30 years, before her career was upended in January when school officials learned about her “pornographic/sexually graphic website,” according to WTOL.

The Springfield High School English teacher faced discipline because her presence and content on the subscription sites OnlyFans and Fansly had violated her teaching licenses’ conduct and technology policies.

Jennifer Ruziscka resigned from her job as an high school English teacher in January after the school district discovered her OnlyFans and Fansly accounts.

“Springfield Local Schools was made aware of allegations where one of its teachers was participating in conduct unbecoming of a professional educator,” district Superintendent Matt Geha told the outlet. “That teacher was put on administrative leave as of Monday, January 29, 2024, with the last day in the classroom Friday, January 26, 2024.”

Geha launched an investigation into Ruziscka on Jan. 26, and confirmed that “the evidence was secured with guidance from the district attorney” the following day, WTOL reported, citing a letter the superintendent sent to the Ohio Board of Education on Feb. 2.

Ruziscka, whose mature content is posted under the name “Jenniferssecrets,” was also a cheerleading coach and yearbook adviser with a salary of $74,720 at the time she resigned.

Photos of the scantily clad teacher wearing lingerie were attached to her file for the investigation into her accounts, which feature mostly blurred-out photos of her recommending that potential viewers buy one of the three subscriptions set up to view the content.

The three separate subscriptions Ruziscka offers are based on the what can be viewed, from a “Sneak Peek” for $25 to “Full Disclosure” for $99.

Ruziscka was also a cheerleading coach and yearbook advisor with a salary of $74,720.00 at the time she resigned.

“If you can keep a secret, you can call me Miss Jennifer, the one who can give you some lessons focused solely on a lady’s libidio,” a portion of Ruziscka’s bio reads on the smaller, subscription-based site, Fansly.

Ruziscka resigned from the school on Jan. 29, two days before a disciplinary meeting was scheduled.

She defended her X-rated hobby by quoting Shakespeare’s “Romeo and Juliet.”

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“In William Shakespeare’s ‘The Tragedy of Romeo and Juliet,’ as Juliet laments Romeo being a Montague, the only son of her family’s great enemy, she recognizes, ‘A rose by any other name would smell as sweet,’ ” Ruziscka told WTOL.

“Likewise, people can label me anything they want to; however, it doesn’t change the commendable level of dedication and exemplary work ethic I execute as an educator. Regardless of what I do in my private life for the sake of keeping a roof over my family’s head and a car parked in the garage, I remain one of the greatest English teachers ever to serve in the Springfield Local School District. 

“My students learn to value their personal and academic growth in my classroom, which is an environment where they are embraced for their individuality, they are engaged to apply their talents, and they are enlightened about their true potential. The numerous accolades and recognition I have earned over the 28 years I spent in SLS is evidence of that.”

Ruziscka has since gotten a position as an 7-12 grade ELA tutor online learning platform to reduce dropout rates.

She has since gotten a position as a grades 7-12 English language arts tutor for an online learning platform to reduce dropout rates, according to her LinkedIn profile.

Ruziscka is just the latest teacher to be put under investigation and subsequently resign after their OnlyFans and other adult content sites were discovered by their schools.

Last September, Missouri teacher Brianna Coppage’s OnlyFans account, which she ran with her husband, was discovered.

Coppage resigned weeks later and eventually got a job as a community support specialist at Compass Health, but lasted only five days before she was fired because of her adult content.

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Jennifer Ruziscka resigned from her job as an high school English teacher in January after the school district discovered her OnlyFans and Fansly accounts.


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Gunmen Kill 60 at Concert Hall Outside Moscow, Russian Authorities Say

The Islamic State claimed the attack, the deadliest in the Moscow region in more than a decade.

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Smoke billows into the night sky from a large building.

By Valerie Hopkins ,  Ivan Nechepurenko ,  Aric Toler and Anton Troianovski

  • March 22, 2024

Several camouflage-clad gunmen opened fire at a popular concert venue on the outskirts of Moscow on Friday night, killing about 60 people and wounding more than 100, Russian authorities said, making it the deadliest attack in the capital region in more than a decade.

Hours after the mayhem began, the Russian national guard said its officers were still looking for the attackers. State media agencies reported that there had been up to five perpetrators.

As gunshots boomed through the building containing the concert hall, one of the largest and most popular music venues in the Moscow area, fire erupted in the upper floors of the structure, and the blaze intensified after an explosion, causing the roof to collapse.

The Islamic State, through an affiliated news agency, claimed responsibility. U.S. security officials, including a senior counterterrorism official, said they believed the attack was carried out by the Islamic State in Khorasan , a branch of the terrorist group that is active in Pakistan, Afghanistan and Iran. They spoke on the condition of anonymity because they were not authorized to discuss the matter publicly.

Multiple videos posted on social media and verified by The New York Times show several people entering Crocus City Hall, a sprawling shopping and entertainment complex in suburban Krasnogorsk, northwest of Moscow, and firing rifles. Other videos show people running past bloodied victims lying on the floor or screaming at the sound of gunshots, while photos show bodies lined up outside the building.

A woman who gave her name only as Marina said in a text message that she was standing in line for a concert outside, in the cold, about 8 p.m. when people without overcoats started running out of the building, saying they had heard shots.

“As soon as I heard automatic rifle shots, I started running, too,” she said.

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The state news agency TASS reported that emergency services had dispatched helicopters to try to rescue people from the building’s roof, where flames and smoke could be seen billowing into the night sky.

At least 115 people were hospitalized after the attack, five of them children, according to the Russian minister of health, Mikhail Murashko. The injured include 60 adult patients in serious condition, the minister said. Another 30 people were treated and released.

The Russian leader, Vladimir V. Putin, made no immediate direct public statement, issuing only a statement through a deputy prime minister, Tatyana Golikova, that expressed hopes for the recovery of the injured and gratitude to the doctors treating them.

Russia’s Investigative Committee, the country’s equivalent to the F.B.I., said it had opened a criminal case into a terrorist act and dispatched its investigators to the site. RIA Novosti said that a special police unit was working inside the building.

John F. Kirby, a spokesman for President Biden’s National Security Council, told reporters that the White House had “no indication at this time that Ukraine or Ukrainians were involved.” Mykhailo Podolyak, a top adviser to Ukraine’s presidential office, said in a video statement that “Ukraine has absolutely nothing to do” with the attack.

On March 7, the U.S. Embassy in Moscow issued a security alert that warned that its personnel were “monitoring reports that extremists have imminent plans to target large gatherings in Moscow, to include concerts.” The statement, which did not say anything about the extremists’ affiliation, warned Americans that an attack could take place in the next 48 hours.

Pro-Kremlin voices seized on the U.S. Embassy’s warning to paint America as trying to scare Russians. On March 19, Mr. Putin called the statement “obvious blackmail” made with “the intention to intimidate and destabilize our society.”

The attack on Friday was connected to the March 7 warning, according to American officials briefed on the matter. They added that the United States alerted Russia privately at the time about intelligence it had about Islamic State activity.

Statements of condolence and outrage came from around the world, including the leader of China, Xi Jinping, and governments of the United States and other countries that are at odds with Russia. Yulia Navalnaya, the widow of the opposition leader Aleksei Navalny, who died in a Russian prison last month, said on social media, “All those involved in this crime must be found and brought to justice.”

The attack came on a day when 165 missiles and drones attacked Ukraine, constituting what the U.S. ambassador to Ukraine, Bridget Brink, said was “the largest attack against Ukraine’s energy grid since the start of Russia’s war.”

The attack began around 8 p.m. local time, minutes before a sold-out performance by the veteran rock band Piknik was scheduled to start. The concert hall has 6,200 seats, according to its website.

“At least three people in camouflage burst into the ground floor of Crocus City Hall and opened fire with automatic weapons” and threw incendiary devices, a correspondent for RIA Novosti reported from the scene. “There are definitely wounded.”

In videos filmed inside the concert hall, audience members are heard screaming and seen crouching as repeated gunshots echo outside the hall.

Russia’s emergency service said it had sent 130 vehicles to the scene and three helicopters to drop water on the blaze that gutted the upper floors. The fire was mostly extinguished shortly before 5 a.m. Saturday, according to the regional governor, Andrey Vorobyov.

Shootings are rare in Russia, where the state tightly regulates the possession of firearms. One of the deadliest ones occurred in 2022, when a gunman killed 18 people and wounded 23 others in a school in the town of Izhevsk.

However, attacks have struck across the Russia in recent decades, events that the authorities often described as terrorism. A 2011 suicide bombing at Moscow’s Domodedovo Airport killed 37 people, and two coordinated suicide bombings in Moscow subway stations in 2010 killed about 40 people.

In 2004, 172 people died in a siege at a Moscow theater by Chechen separatists. The police pumped a sedative gas into the theater to incapacitate the attackers, but the gas killed 132 hostages.

The complex where the attack took place on Friday was developed by the Azerbaijan-born billionaire Aras Agalarov, whose son, Emin, is a famous pop star. Former President Donald Trump held the Miss Universe pageant at the same complex in 2013, and world-famous performers like Eric Clapton, Dua Lipa and Sia have also performed there.

Alina Lobzina , Julian E. Barnes , Neil MacFarquhar and Victoria Kim contributed reporting.

Valerie Hopkins covers the war in Ukraine and how the conflict is changing Russia, Ukraine, Europe and the United States. She is based in Moscow. More about Valerie Hopkins

Ivan Nechepurenko covers Russia, Ukraine, Belarus, the countries of the Caucasus, and Central Asia. He is based in Moscow. More about Ivan Nechepurenko

Aric Toler is a reporter on the Visual Investigations team at The Times where he uses emerging techniques of discovery to analyze open source information. More about Aric Toler

Anton Troianovski is the Moscow bureau chief for The Times. He writes about Russia, Eastern Europe, the Caucasus and Central Asia. More about Anton Troianovski


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