When thinking about homework, instructors find it useful to interact their policy with the families of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her homework philosophy which includes the purposeful functions instructors and households play.

I do see homework as having a role in the academic process and I do not concur 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 shows homework to be useful, I did not see a persuading quantity of tough information to support doing away with all research.
Yes, the amount of research ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be reasonably basic to provide mathematics homework one night, reading or spelling one night, and so on to avoid straining 5 to 8-year-olds. Research can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view.

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

LE: What is your position on the problem of homework?
I address 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 instructional procedure and I do not concur with Alfie Kohn (see article), who appears to believe homework is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that proves research to be advantageous, I did not see a persuading quantity of hard data to support eliminating all homework.
Yes, the amount of homework should be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it ought to be fairly easy to offer math research one night, checking out or spelling one night, etc to prevent overloading 5 to 8-year-olds. If instructors are creative with tasks and in communicating the purpose of the project, trainees need to not end up being annoyed or bored. Those are my goals as a fourth-grade teacher. I see research to extend knowing. Would I assign 30 mathematics problems to trainees who I understand would battle with them, or to trainees who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to customize the assignments.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. Kohn points out how trainees might end up being better at remembering, however not thinking. I see this as two different things; we require students to remember specific facts and then move on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in research some nights! My own kids have actually brought house projects I thought unsuitable or too prolonged for one night. We do the very best we can, and if we have concerns or issues, I reach out to the teacher. Knowing some trainees have little or no assistance in the house need to be acknowledged by teachers. Again, excellent instructors make it a point to know what some home situations might resemble and to customize appropriately. When possible, colleagues can collaborate, as explained in two additional course articles, by developing a finding out lab or including “Drop-In” times during the school day
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