I do see homework as having a function in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or even worse, has a negative impact. While Kohn asserts there is practically no research study that proves research to be useful, I did not see a persuading quantity of tough information to support doing away with all homework.
Yes, the quantity of research should be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to provide mathematics research one night, spelling or reading one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

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Research can be a divisive topic 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 communicate with families about homework?

LE: What is your position on the concern of research?
I respond to as an educator and as the moms and dad of school age kids when I answer this concern. I do see research as having a role in the educational process and I do not concur with Alfie Kohn (see short article), who appears to think homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that proves homework to be helpful, I did not see a persuading amount of hard data to support eliminating all research.
Yes, the quantity of homework need to be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably easy to give mathematics research one night, reading or spelling one night, etc to avoid straining 5 to 8-year-olds. If instructors are imaginative with projects and in communicating the function of the assignment, trainees should not end up being bored or disappointed. Those are my objectives as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 mathematics problems to students who I know would struggle with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the teacher to customize the tasks.
Our textbook points out it can take 24 repetitions of an ability for a trainee to reach 80% proficiency. Kohn points out how trainees might become better at keeping in mind, but not thinking. I see this as two various things; we need students to remember specific truths and then move on to utilizing those skills as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in homework some nights! My own children have actually brought home tasks I thought too prolonged or unsuitable for one night. We do the very best we can, and if we have problems or concerns, I reach out to the teacher. Understanding some trainees have little or no support in your home should be acknowledged by teachers. Again, good teachers make it a point to know what some home situations may resemble and to customize accordingly. When possible, associates can collaborate, as described in 2 additional course articles, by establishing a finding out lab or integrating “Drop-In” times throughout the school day
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When considering research, instructors find it useful to interact their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her homework viewpoint that includes the purposeful roles instructors and families play.