I do see homework as having a function in the educational procedure and I do not agree with Alfie Kohn (see article), who appears to believe research is useless, or even worse, has a negative impact. While Kohn asserts there is nearly no research that shows research to be beneficial, I did not see a convincing quantity of hard data to support doing away with all homework.
Yes, the quantity of homework ought to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be relatively easy to offer math homework one night, checking out or spelling one night, and so on to prevent straining 5 to 8-year-olds. Research can be a dissentious topic in the education community, and we hope you can appreciate this teachers point of view.

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Homework can be a divisive topic in the education community, and we hope you can appreciate this instructors perspective. We wish to hear your ideas about research. What is your philosophy? How do you interact with households about homework?

When thinking of research, instructors discover it advantageous to communicate their policy with the families of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, showed on her research approach that includes the purposeful functions instructors and families play.

LE: What is your position on the issue of homework?
When I answer this concern, I respond to as a teacher and as the moms and dad of school age kids. I do see research as having a role in the instructional procedure and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that shows homework to be useful, I did not see a persuading quantity of tough data to support eliminating all research.
Yes, the amount of research ought to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it should be relatively simple to give math research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Trainees need to not end up being annoyed or bored if instructors are imaginative with assignments and in communicating the purpose of the assignment. Those are my objectives as a fourth-grade instructor. I see research to extend knowing. Would I assign 30 math problems to trainees who I understand would have a hard time with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my task as the instructor to customize the tasks.
Our textbook mentions it can take 24 repeatings of an ability for a trainee to reach 80% competency. I believe practicing abilities is beneficial. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you should practice to improve. There are basic mathematics abilities children need to practice to construct a strong structure before moving on to higher-level mathematics abilities. Kohn mentions how trainees might become better at remembering, however not believing. I see this as 2 various things; we require students to bear in mind certain truths and then carry on to utilizing those skills as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in homework some nights! We do the finest we can, and if we have issues or issues, I reach out to the teacher. Again, good instructors make it a point to know what some home situations might be like and to customize accordingly.