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I do see homework as having a function in the instructional process and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that shows research to be helpful, I did not see a convincing amount of tough data to support doing away with all homework.
Yes, the amount of homework must be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be reasonably simple to offer mathematics homework one night, spelling or reading one night, and so on to prevent overwhelming 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can appreciate this teachers point of view.

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

When thinking of research, teachers discover it advantageous to interact their policy with the families of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her homework philosophy that includes the purposeful functions instructors and families play.

LE: What is your position on the concern of homework?
I respond to as a teacher and as the parent of school age kids when I address this question. I do see homework as having a function in the educational procedure and I do not agree with Alfie Kohn (see short article), who appears to think research is useless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves homework to be beneficial, I did not see a persuading quantity of difficult data to support getting rid of all research.
Yes, the quantity of homework must be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be relatively easy to give mathematics research one night, spelling or reading one night, and so on to avoid overwhelming 5 to 8-year-olds. Students ought to not become bored or annoyed if instructors are imaginative with assignments and in communicating the purpose of the task. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I appoint 30 math problems to students who I understand would deal with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my task as the teacher to modify the projects.
Our textbook explains it can take 24 repeatings of a skill for a trainee to reach 80% competency. I believe practicing skills is worthwhile. Kohns comparison with tennis does not make sense to me. There are skills in tennis you need to practice to improve. There are fundamental mathematics skills kids must practice to build a solid structure prior to proceeding to higher-level mathematics skills. Kohn mentions how trainees might become much better at keeping in mind, however not believing. I see this as 2 various things; we require students to keep in mind particular realities and then proceed to using those abilities as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in research some nights! My own kids have brought house projects I believed inappropriate or too prolonged for one night. We do the very best we can, and if we have concerns or problems, I connect to the teacher. Knowing some students have little or no support at house need to be acknowledged by educators. Once again, great instructors make it an indicate understand what some house circumstances might be like and to modify accordingly. When possible, colleagues can collaborate, as explained in 2 additional course short articles, by developing a learning lab or including “Drop-In” times during the school day
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