I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research that shows homework to be helpful, I did not see a convincing amount of difficult information to support doing away with all research.
Yes, the amount of research should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it ought to be relatively basic to give math homework one night, checking out or spelling one night, etc to avoid straining 5 to 8-year-olds. Research can be a dissentious subject in the education neighborhood, and we hope you can appreciate this instructors point of view.

When thinking about homework, instructors discover it helpful to interact their policy with the households of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her research approach which consists of the purposeful roles teachers and families play.

LE: What is your position on the issue of homework?
I address as an educator and as the moms and dad of school age kids when I answer this question. I do see research as having a role in the academic process and I do not agree with Alfie Kohn (see short article), who appears to think homework is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves homework to be beneficial, I did not see a convincing quantity of hard data to support doing away with all homework.
Yes, the quantity of homework ought to be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be reasonably basic to give mathematics research one night, checking out or spelling one night, and so on to avoid overloading 5 to 8-year-olds. Students should not become frustrated or bored if teachers are creative with tasks and in interacting the function of the project. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I assign 30 mathematics problems to trainees who I understand would have problem with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to modify the projects.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how trainees may become better at keeping in mind, but not thinking. I see this as two different things; we require students to remember certain realities and then move on to utilizing those abilities as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! We do the finest we can, and if we have issues or issues, I reach out to the teacher. Once again, good instructors make it a point to know what some home circumstances might be like and to customize appropriately.

Homework can be a dissentious topic in the education community, and we hope you can appreciate this teachers point of view. How do you interact with households about research?

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