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I do see homework as having a role in the instructional process and I do not agree with Alfie Kohn (see post), who appears to believe research is useless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research study that proves research to be useful, I did not see a persuading quantity of hard data to support doing away with all homework.
Yes, the quantity of research must be based on the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it should be fairly easy to provide math homework one night, reading or spelling one night, etc to avoid overwhelming 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can value this teachers point of view.

Homework can be a divisive topic in the education neighborhood, and we hope you can value this teachers point of view. How do you communicate with households about homework?

When thinking of homework, teachers find it beneficial to interact their policy with the families of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reflected on her homework approach that includes the purposeful roles instructors and households play.

LE: What is your position on the issue of research?
I address as a teacher 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 concur with Alfie Kohn (see post), who appears to think homework is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research that shows homework to be advantageous, I did not see a convincing quantity of tough information to support doing away with all research.
Yes, the quantity of homework should be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it should be relatively basic to give mathematics research one night, spelling or reading one night, etc to prevent overwhelming 5 to 8-year-olds. Trainees must not become bored or frustrated if instructors are imaginative with projects and in interacting the function of the task. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 mathematics issues to trainees who I understand would battle with them, or to students who have shown their understanding of the skill? No, in those cases, it is my job as the instructor to modify the tasks.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% competency. Kohn points out how students may become much better at keeping in mind, however not believing. I see this as 2 different things; we need students to keep in mind certain facts and then move on to using those skills as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in research some nights! My own kids have brought house tasks I thought unsuitable or too prolonged for one night. We do the very best we can, and if we have issues or concerns, I reach out to the teacher. Understanding some trainees have little or no assistance in your home should be recognized by teachers. Once again, good teachers make it an indicate know what some home circumstances may resemble and to customize appropriately. When possible, colleagues can work together, as described in two extra course articles, by establishing a learning laboratory or incorporating “Drop-In” times throughout the school day
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