LE: What is your position on the issue of homework?
I answer as an educator and as the parent of school age kids when I answer this question. I do see research as having a role in the educational procedure and I do not concur with Alfie Kohn (see post), who appears to believe research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research that shows research to be helpful, I did not see a convincing amount of tough information to support doing away with all research.
Yes, the quantity of homework must be based upon the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably easy to give math homework one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. If instructors are innovative with tasks and in interacting the function of the task, students must not end up being annoyed or bored. Those are my objectives as a fourth-grade instructor. I see research to extend knowing. Would I appoint 30 mathematics problems to trainees who I understand would deal with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to modify the projects.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% competency. Kohn points out how students might become much better at keeping in mind, however not thinking. I see this as two various things; we require trainees to remember certain truths and then move on to using those skills as thinkers and issue solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! My own children have brought house projects I thought inappropriate or too prolonged for one night. We do the best we can, and if we have problems or concerns, I reach out to the instructor. Understanding some trainees have little or no assistance in the house should be recognized by teachers. Again, excellent teachers make it a point to understand what some house scenarios may be like and to customize accordingly. When possible, associates can interact, as described in 2 supplemental course short articles, by developing a finding out laboratory or integrating “Drop-In” times during the school day
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When thinking of research, instructors find it useful to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her homework philosophy which consists of the purposeful functions instructors and households play.

I do see homework as having a role in the academic process and I do not agree with Alfie Kohn (see short article), who appears to believe research is useless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research that proves research to be useful, I did not see a convincing quantity of tough information to support doing away with all research.
Yes, the quantity of homework ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be relatively simple to give mathematics research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

Homework can be a divisive subject in the education neighborhood, and we hope you can value this teachers viewpoint. We would like to hear your ideas about homework. What is your philosophy? How do you communicate with families about research?