A classroom teacher’s view on homework

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I do see research as having a role in the instructional process and I do not agree with Alfie Kohn (see short article), who appears to think homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that proves research to be useful, I did not see a persuading quantity of difficult data to support doing away with all homework.
Yes, the quantity of homework ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it should be relatively simple to offer math homework one night, reading or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Homework can be a divisive subject in the education neighborhood, and we hope you can value this instructors point of view.

Homework can be a dissentious subject in the education community, and we hope you can value this instructors point of view. How do you interact with families about research?

LE: What is your position on the problem of homework?
When I address this question, I respond to as a teacher and as the moms and dad of school age kids. I do see homework as having a function in the academic process and I do not concur with Alfie Kohn (see post), who appears to believe research is worthless, or even worse, has a negative impact. While Kohn asserts there is almost no research that shows homework to be useful, I did not see a convincing quantity of hard information to support doing away with all research.
Yes, the quantity of homework ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be relatively easy to offer math research one night, checking out or spelling one night, and so on to avoid straining 5 to 8-year-olds. Students must not become bored or annoyed if instructors are innovative with assignments and in communicating the function of the task. Those are my goals as a fourth-grade instructor. I see research to extend knowing. Would I appoint 30 math issues to trainees who I understand would fight with them, or to students who have shown their understanding of the skill? No, in those cases, it is my task as the instructor to modify the assignments.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% competency. Kohn points out how students may end up being better at keeping in mind, however not believing. I see this as 2 various things; we need trainees to remember certain facts and then move on to using those abilities as thinkers and issue solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! My own kids have actually brought home assignments I thought unsuitable or too prolonged 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 students have little or no support in the house should be recognized by teachers. Again, great teachers make it a point to know what some home scenarios may resemble and to customize appropriately. When possible, associates can work together, as described in 2 additional course articles, by developing a discovering laboratory or including “Drop-In” times throughout the school day
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When considering research, teachers find it beneficial to interact their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, assessed her research philosophy which consists of the purposeful roles instructors and families play.

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