LE: What is your position on the problem of homework?
When I answer this question, I respond to as an educator and as the parent of school age children. I do see homework as having a role in the academic process and I do not concur with Alfie Kohn (see short article), who appears to think homework is useless, or worse, has a negative effect. While Kohn asserts there is almost no research that proves homework to be beneficial, I did not see a convincing amount of hard data to support eliminating all homework.
Yes, the amount of research must be based upon the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably easy to give math homework one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. If instructors are imaginative with projects and in interacting the function of the task, trainees ought to not become disappointed or bored. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I appoint 30 mathematics problems to students who I know would fight with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my task as the instructor to customize the projects.
Our textbook points out it can take 24 repetitions of a skill for a student to reach 80% proficiency. Kohn points out how students may end up being better at keeping in mind, but not thinking. I see this as 2 different things; we need trainees to remember specific realities and then move on to utilizing those skills as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in research some nights! My own children have brought home assignments I thought unsuitable or too lengthy for one night. We do the very best we can, and if we have issues or issues, I connect to the teacher. Knowing some students have little or no assistance in the house should be recognized by educators. Again, excellent teachers make it a point to understand what some house situations might resemble and to customize appropriately. When possible, associates can work together, as explained in 2 extra course short articles, by developing a discovering laboratory or incorporating “Drop-In” times during the school day
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I do see research as having a function in the instructional process and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that proves homework to be beneficial, I did not see a convincing quantity of hard information to support doing away with all homework.
Yes, the amount of research should be based on the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it should be fairly simple to provide math research one night, spelling or reading one night, and so on 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 teachers point of view.

Research can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers viewpoint. We would like to hear your thoughts about research. What is your philosophy? How do you interact with families about homework?

When thinking of homework, instructors find it useful to interact their policy with the families of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her homework viewpoint that includes the purposeful functions teachers and households play.