LE: What is your position on the problem of research?
When I address this question, I respond to as an educator and as the moms and dad of school age children. I do see research as having a function in the educational procedure and I do not concur with Alfie Kohn (see post), who appears to think research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is almost no research that shows homework to be helpful, I did not see a persuading amount of hard data to support eliminating all homework.
Yes, the amount of research ought to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably basic to offer mathematics homework one night, spelling or reading one night, and so on to avoid overloading 5 to 8-year-olds. I see research to extend knowing.
Our book points out it can take 24 repetitions of an ability for a trainee to reach 80% competency. I believe practicing abilities is beneficial. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you must practice to enhance. There are fundamental mathematics abilities children need to practice to develop a strong structure before moving on to higher-level mathematics skills. Kohn mentions how trainees may end up being better at remembering, however not thinking. I see this as 2 different things; we need trainees to bear in mind specific facts and after that carry on to using those abilities as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in research some nights! My own children have brought home assignments I believed too lengthy or unsuitable for one night. We do the finest we can, and if we have problems or issues, I connect to the instructor. Knowing some trainees have little or no support at house need to be recognized by teachers. Once again, great instructors make it a point to understand what some home situations might resemble and to customize accordingly. When possible, colleagues can interact, as described in 2 extra course articles, by developing a finding out laboratory or incorporating “Drop-In” times during the school day
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I do see homework as having a role in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that shows research to be helpful, I did not see a convincing quantity of hard data to support doing away with all research.
Yes, the amount of homework need to be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it must be fairly easy to give math homework one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. Homework can be a divisive topic in the education neighborhood, and we hope you can value this instructors point of view.

When believing about research, teachers find it useful to interact their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her research approach which consists of the purposeful functions instructors and households play.

Homework can be a dissentious subject in the education community, and we hope you can value this instructors point of view. How do you interact with families about homework?