When believing about research, instructors find it helpful to communicate their policy with the households of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her homework approach that includes the purposeful roles teachers and families play.

I do see research as having a function in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is worthless, or worse, has a negative impact. While Kohn asserts there is nearly no research study that proves homework to be helpful, I did not see a persuading amount of difficult information to support doing away with all research.
Yes, the quantity 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 needs to be reasonably easy to offer math research one night, reading or spelling one night, etc to prevent overwhelming 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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Research can be a dissentious subject in the education neighborhood, and we hope you can value this teachers point of view. How do you communicate with families about homework?

LE: What is your position on the problem of homework?
When I answer this question, I address as a teacher and as the parent of school age kids. I do see research as having a role in the academic procedure and I do not concur with Alfie Kohn (see post), who appears to think research is useless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research study that shows homework to be beneficial, I did not see a convincing quantity of hard data to support doing away with all homework.
Yes, the quantity of research ought to be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be reasonably simple to offer mathematics research one night, checking out or spelling one night, and so on to prevent straining 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 student to reach 80% proficiency. I think practicing abilities is rewarding. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you need to practice to improve. There are standard math skills kids need to practice to construct a strong structure before moving on to higher-level mathematics skills. Kohn mentions how students might progress at remembering, however not thinking. I see this as 2 various things; we require trainees to keep in mind specific facts and then carry on to utilizing those abilities as thinkers and issue solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! We do the finest we can, and if we have issues or issues, I reach out to the teacher. Once again, great teachers make it a point to know what some home scenarios might be like and to customize accordingly.