P. A. has not finished learning why children need help in solving problems.  Take, for example, the apparent goal offered by the child: 

"They should make it about something I am interested in."

P. A. may have some ideas about how the homework could be more interesting to this particular child.  But using those ideas would only teach the child that complaining about a problem will get somebody to fix it. 

Complaining really does work for children.  “They” (the parents) will try to fix things.  “They” (the parents) may also be hoping that the child will outgrow complaining and grow into fixing.  Otherwise, “they” (the parents) will start complaining about how the kid always expects somebody else to fix things. 

P. A. long ago discovered that complaining is easier that fixing.  And lasts longer.  That’s why P. A. is teaching the child to do problem solving.  Because otherwise, complaining that the child doesn’t solve problems could last a long time. 

P. A. is ready for another step in showing the kid how to translate complaints into solutions.   Back to the sheet on the wall.   P. A. marks in a new box: “WHO will do this?”   

The language of complaint starts with they.  The language of solutions starts with I.   As in “What will I do?”