I do see research as having a role in the educational process and I do not concur with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research that proves homework to be beneficial, I did not see a persuading quantity of difficult information to support doing away with all homework.
Yes, the quantity of homework need to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it needs to be fairly 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 divisive subject in the education neighborhood, and we hope you can appreciate this instructors point of view.

LE: What is your position on the issue of research?
I address as an educator and as the moms and dad of school age kids when I answer this concern. I do see homework as having a function in the instructional procedure and I do not agree with Alfie Kohn (see short article), who appears to believe homework is worthless, or worse, has a negative impact. While Kohn asserts there is practically no research study that proves research to be helpful, I did not see a convincing quantity of hard information to support eliminating all research.
Yes, the quantity of research ought to be based upon the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be relatively easy to offer mathematics research one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. Students must not become disappointed or bored if instructors are creative with tasks and in communicating the purpose of the task. Those are my goals as a fourth-grade instructor. I see research to extend knowing. Would I designate 30 mathematics issues to trainees who I know would have a hard time with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my job as the instructor to modify the projects.
Our textbook mentions it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. I believe practicing skills is worthwhile. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you must practice to improve. There are basic math skills kids should practice to build a strong foundation prior to carrying on to higher-level mathematics abilities. Kohn points out how students might end up being better at keeping in mind, however not believing. I see this as two various things; we need students to keep in mind certain realities and after that proceed to utilizing those skills as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in research some nights! We do the finest we can, and if we have concerns or problems, I reach out to the teacher. Again, good instructors make it a point to understand what some house situations may be like and to customize appropriately.

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When thinking about homework, instructors find it advantageous to interact their policy with the households of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her homework viewpoint which includes the purposeful functions teachers and families play.

Homework can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers viewpoint. We wish to hear your thoughts about homework. What is your approach? How do you interact with families about homework?