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

LE: What is your position on the issue of homework?
I respond to as a teacher and as the moms and dad of school age children when I answer this question. I do see research as having a function in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to think homework is useless, or worse, has a negative effect. While Kohn asserts there is almost no research that proves research to be advantageous, I did not see a persuading amount of tough data to support doing away with all homework.
Yes, the quantity of research should be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it ought to be reasonably basic to provide mathematics research one night, spelling or reading one night, and so on to prevent overloading 5 to 8-year-olds. Trainees should not become frustrated or bored if teachers are innovative with projects and in interacting the purpose of the project. Those are my objectives as a fourth-grade teacher. I see homework to extend knowing. Would I assign 30 math problems to students who I know would have problem with them, or to students who have shown their understanding of the skill? No, in those cases, it is my task as the teacher to modify the projects.
Our book explains 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 good sense to me. There are skills in tennis you should practice to improve. There are basic mathematics abilities kids should practice to develop a solid structure before moving on to higher-level math skills. Kohn points out how trainees may become much better at remembering, but not thinking. I see this as 2 different things; we need students to keep in mind certain truths and after that carry on to using those skills as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in homework some nights! My own kids have brought home projects I believed too prolonged or unsuitable for one night. We do the very best we can, and if we have issues or issues, I reach out to the teacher. Knowing some trainees have little or no assistance in your home must be recognized by educators. Again, excellent teachers make it an indicate understand what some home scenarios might resemble and to modify accordingly. When possible, associates can collaborate, as described in 2 supplemental course short articles, by developing a finding out laboratory or including “Drop-In” times throughout the school day
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I do see research as having a role in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to believe research is useless, or worse, has a negative impact. While Kohn asserts there is nearly no research that proves homework to be helpful, I did not see a convincing amount of hard information to support doing away with all research.
Yes, the amount of research need to be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it ought to be reasonably easy to give math homework one night, checking out or spelling one night, etc to prevent straining 5 to 8-year-olds. Homework can be a dissentious topic in the education neighborhood, and we hope you can appreciate this teachers point of view.

When considering research, instructors discover it helpful to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her homework approach that includes the purposeful functions teachers and families play.

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