I do see research as having a function in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that proves homework to be helpful, I did not see a convincing quantity of difficult information to support doing away with all research.
Yes, the quantity of research should be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it must be relatively simple to provide math homework one night, spelling or checking out one night, etc to avoid straining 5 to 8-year-olds. Homework can be a divisive topic in the education community, and we hope you can value this instructors point of view.

When considering homework, instructors find it beneficial to communicate their policy with the families of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her homework philosophy which consists of the purposeful roles teachers and households play.

Homework can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view. How do you interact with families about homework?

LE: What is your position on the problem of research?
I respond to as a teacher and as the parent of school age kids when I address this concern. I do see homework as having a role in the educational process and I do not concur with Alfie Kohn (see short article), who appears to think homework 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 amount of tough information to support doing away with all research.
Yes, the amount of homework should be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be relatively easy to provide math homework one night, reading or spelling one night, etc to prevent straining 5 to 8-year-olds. I see research to extend knowing.
Our book points out it can take 24 repetitions of an ability for a trainee to reach 80% competency. I think practicing abilities is beneficial. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you should practice to improve. There are standard mathematics abilities children need to practice to construct a solid structure prior to proceeding to higher-level mathematics skills. Kohn mentions how students might progress at remembering, however not believing. I see this as 2 different things; we need trainees to keep in mind particular truths and then proceed to utilizing those skills as thinkers and problem solvers.
As a moms and dad, it can be tough to squeeze in homework some nights! My own kids have brought house assignments I believed too prolonged or improper for one night. We do the best we can, and if we have problems or issues, I reach out to the teacher. Knowing some students have little or no assistance at house should be recognized by teachers. Again, good teachers make it a point to know what some house situations may be like and to customize accordingly. When possible, associates can interact, as explained in 2 extra course short articles, by establishing a learning laboratory or incorporating “Drop-In” times during the school day
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