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LE: What is your position on the problem of homework?
I answer as a teacher and as the parent of school age children when I address this concern. I do see research as having a function in the academic process and I do not agree with Alfie Kohn (see article), who appears to believe research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves research to be helpful, I did not see a persuading amount of hard information to support eliminating all research.
Yes, the amount of homework ought to be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be fairly basic to offer mathematics research one night, spelling or reading one night, and so on to avoid overwhelming 5 to 8-year-olds. Trainees should not end up being bored or disappointed if instructors are imaginative with projects and in communicating the purpose of the task. Those are my objectives as a fourth-grade instructor. I see research to extend knowing. Would I designate 30 math problems 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 job as the instructor to modify the assignments.
Our book mentions it can take 24 repeatings of an ability for a student to reach 80% proficiency. I think practicing skills is beneficial. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you must practice to improve. There are standard mathematics skills kids must practice to construct a strong structure prior to carrying on to higher-level mathematics abilities. Kohn points out how students may end up being much better at keeping in mind, however not believing. I see this as two different things; we require students to bear in mind specific realities and after that carry on to utilizing those skills as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in research some nights! We do the finest we can, and if we have concerns or problems, I reach out to the instructor. Again, excellent teachers make it a point to understand what some home situations may be like and to modify appropriately.

I do see homework as having a function in the educational process and I do not concur with Alfie Kohn (see short article), who appears to think homework is useless, or even worse, has a negative impact. While Kohn asserts there is nearly no research study that proves homework to be helpful, I did not see a persuading amount of tough information to support doing away with all homework.
Yes, the amount of research need to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it ought to be relatively basic to give mathematics research one night, spelling or reading one night, etc to avoid straining 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can appreciate this teachers point of view.

When thinking about research, instructors find it beneficial to communicate their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her research approach that includes the purposeful functions instructors and families play.

Research can be a divisive topic in the education community, and we hope you can appreciate this instructors point of view. How do you communicate with households about research?