LE: What is your position on the problem of research?
When I answer this question, I respond to as a teacher and as the moms and dad of school age children. I do see research as having a role in the academic process and I do not concur with Alfie Kohn (see post), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research that shows homework to be useful, I did not see a convincing amount of tough data to support getting rid of all research.
Yes, the amount of homework must be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it must be reasonably simple to give mathematics homework one night, checking out or spelling one night, and so on to prevent straining 5 to 8-year-olds. If instructors are imaginative with assignments and in communicating the function of the assignment, students need to not become disappointed or bored. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 math issues to students who I know would battle 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 assignments.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how students might end up being much better at keeping in mind, but not believing. I see this as two different things; we need trainees to remember specific truths and then move on to using those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! We do the best we can, and if we have issues or issues, I reach out to the instructor. Again, excellent teachers make it a point to know what some home circumstances might be like and to customize accordingly.

I do see homework as having a function in the educational process and I do not concur 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 study that proves research to be useful, I did not see a persuading amount of hard information to support doing away with all homework.
Yes, the quantity of homework ought to be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly easy to offer mathematics research one night, reading or spelling one night, and so on to avoid overloading 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view.

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When thinking about research, teachers discover it beneficial to communicate their policy with the families of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her homework philosophy which includes the purposeful functions teachers and households play.

Research can be a dissentious topic in the education community, and we hope you can value this instructors perspective. We want to hear your ideas about homework. What is your philosophy? How do you communicate with families about research?