I do see homework as having a role in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to believe research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that shows research to be beneficial, I did not see a persuading quantity of difficult data to support doing away with all research.
Yes, the quantity of homework should be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably basic to offer 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 value this instructors point of view.

LE: What is your position on the concern of research?
When I address this question, I respond to as a teacher and as the parent of school age kids. I do see homework as having a role in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to think research is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that shows research to be advantageous, I did not see a convincing quantity of difficult data to support doing away with all research.
Yes, the quantity of homework should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively easy to provide mathematics research one night, checking out or spelling one night, etc to prevent overloading 5 to 8-year-olds. I see research to extend learning.
Our textbook explains it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. I believe practicing skills is rewarding. Kohns comparison with tennis does not make sense to me. There are skills in tennis you need to practice to improve. There are fundamental math abilities children need to practice to construct a solid foundation prior to proceeding to higher-level math skills. Kohn points out how students might end up being better at remembering, but not thinking. I see this as two different things; we need trainees to keep in mind certain realities and then move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be tough to squeeze in research some nights! My own children have actually brought house projects I thought too prolonged or unsuitable for one night. We do the very best we can, and if we have problems or concerns, I reach out to the instructor. Knowing some students have little or no support in the house need to be recognized by educators. Again, good instructors make it an indicate know what some house scenarios might resemble and to customize accordingly. When possible, coworkers can collaborate, as explained in 2 extra course articles, by establishing a discovering laboratory or integrating “Drop-In” times during the school day
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When believing about research, teachers find it advantageous to communicate their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her homework approach which consists of the purposeful roles instructors and families play.

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Research can be a dissentious subject in the education neighborhood, and we hope you can appreciate this instructors perspective. We wish to hear your ideas about research. What is your approach? How do you interact with households about research?