I do see research as having a function 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 effect. While Kohn asserts there is nearly no research that shows research to be useful, I did not see a convincing quantity of difficult data to support doing away with all homework.
Yes, the amount of homework need to be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it ought to be fairly simple to offer mathematics homework one night, spelling or checking out one night, etc to avoid overloading 5 to 8-year-olds. Homework can be a dissentious topic in the education community, and we hope you can value this teachers point of view.

When considering research, instructors find it useful to interact their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, showed on her research philosophy which consists of the purposeful roles instructors and families play.

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Homework can be a divisive subject in the education neighborhood, and we hope you can value this instructors perspective. We would like to hear your ideas about research. What is your approach? How do you communicate with families about homework?

LE: What is your position on the concern of homework?
I answer as an educator and as the parent of school age kids when I answer this concern. I do see homework as having a role in the academic procedure and I do not agree with Alfie Kohn (see short article), who appears to think research is worthless, or worse, has a negative effect. While Kohn asserts there is practically no research that shows homework to be beneficial, I did not see a persuading amount of hard information to support getting rid of all homework.
Yes, the quantity of homework ought to be based upon the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it should be relatively easy to give mathematics research one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. Students should not become frustrated or bored if teachers are innovative with assignments and in communicating the function of the project. Those are my objectives as a fourth-grade teacher. I see research to extend knowing. Would I designate 30 math issues to trainees who I understand would deal with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the teacher to modify the tasks.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. I think practicing abilities is worthwhile. Kohns comparison with tennis does not make good sense to me. There are abilities in tennis you must practice to enhance. There are basic mathematics skills kids should practice to build a strong foundation prior to proceeding to higher-level mathematics skills. Kohn points out how trainees may end up being much better at keeping in mind, however not thinking. I see this as 2 various things; we require students to keep in mind certain realities and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in homework some nights! My own kids have actually brought house projects I thought too prolonged or inappropriate for one night. We do the best we can, and if we have issues or concerns, I connect to the teacher. Knowing some students have little or no support in the house should be recognized by teachers. Again, great instructors make it a point to know what some home circumstances might resemble and to customize appropriately. When possible, coworkers can work together, as explained in two supplemental course articles, by developing a finding out lab or incorporating “Drop-In” times during the school day
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