When thinking about homework, instructors find it beneficial to communicate their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her research approach which includes the purposeful functions instructors and families play.

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I do see research as having a function in the academic procedure 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 shows homework to be beneficial, I did not see a persuading amount of difficult information to support doing away with all homework.
Yes, the quantity of research must be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be fairly easy to give mathematics research one night, reading or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can value this teachers point of view.

Homework can be a dissentious subject in the education community, and we hope you can appreciate this instructors viewpoint. We wish to hear your ideas about homework. What is your philosophy? How do you interact with families about homework?

LE: What is your position on the issue of research?
I respond to as a teacher and as the parent of school age kids when I address this question. I do see research as having a function in the educational process and I do not agree with Alfie Kohn (see post), who appears to believe homework is worthless, or even worse, has a negative impact. While Kohn asserts there is practically no research study that proves homework to be useful, I did not see a convincing amount of hard information to support eliminating all research.
Yes, the amount of research must be based upon the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be reasonably basic to provide math research one night, spelling or reading one night, and so on to avoid straining 5 to 8-year-olds. Students need to not become bored or annoyed if teachers are imaginative with tasks and in communicating the function of the assignment. Those are my objectives as a fourth-grade teacher. I see homework to extend learning. Would I appoint 30 math problems to trainees who I understand would have problem with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my job as the teacher to modify the projects.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% competency. Kohn points out how students might end up being better at remembering, however not believing. I see this as two various things; we require students to keep in mind particular realities and then move on to using those skills as thinkers and problem solvers.
As a moms and dad, it can be challenging to squeeze in research some nights! We do the best we can, and if we have issues or problems, I reach out to the instructor. Once again, excellent instructors make it a point to know what some house scenarios might be like and to customize accordingly.