A classroom teacher’s view on homework

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When thinking about research, teachers find it helpful to interact their policy with the households of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her research philosophy which consists of the purposeful functions instructors and families play.

LE: What is your position on the concern of homework?
I address as an educator and as the moms and dad of school age kids when I address this concern. 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 think homework is worthless, or worse, has a negative effect. While Kohn asserts there is nearly no research study that shows research to be useful, I did not see a persuading quantity of tough data to support eliminating all research.
Yes, the quantity of homework should be based upon the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it must be fairly basic to offer mathematics research one night, reading or spelling one night, and so on to avoid straining 5 to 8-year-olds. Trainees must not become frustrated or bored if teachers are innovative with tasks and in interacting the purpose of the project. Those are my goals as a fourth-grade instructor. I see research to extend knowing. Would I appoint 30 math issues to trainees who I understand would deal with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my job as the teacher to modify the projects.
Our textbook points out it can take 24 repeatings of a skill for a student to reach 80% competency. Kohn points out how trainees might end up being much better at remembering, however not believing. I see this as 2 different things; we need trainees to remember specific facts and then move on to using those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in homework some nights! My own children have brought house tasks I believed too lengthy or improper for one night. We do the best we can, and if we have concerns or issues, I connect to the teacher. Understanding some students have little or no support in the house must be recognized by educators. Once again, great instructors make it an indicate know what some house situations may be like and to modify appropriately. When possible, coworkers can collaborate, as described in two extra course short articles, by establishing a discovering laboratory or including “Drop-In” times throughout the school day
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I do see homework as having a role in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to believe research is worthless, or even worse, has a negative impact. While Kohn asserts there is nearly no research that proves research to be beneficial, I did not see a convincing amount of difficult information to support doing away with all research.
Yes, the amount of homework must be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be relatively basic to provide math research one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a divisive topic in the education neighborhood, and we hope you can value this instructors point of view.

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

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