I do see homework as having a function in the academic process and I do not concur with Alfie Kohn (see article), who appears to think research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research that shows research to be beneficial, I did not see a persuading quantity of tough information to support doing away with all homework.
Yes, the amount of research must be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it ought to be fairly basic to provide mathematics research one night, reading or spelling one night, and so on to avoid straining 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can value this teachers point of view.

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When thinking about research, teachers discover it helpful to interact their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her homework viewpoint which consists of the purposeful roles instructors and families play.

Research can be a dissentious subject in the education community, and we hope you can appreciate this teachers viewpoint. We wish to hear your thoughts about homework. What is your viewpoint? How do you communicate with families about research?

LE: What is your position on the issue of research?
I answer as a teacher and as the moms and dad of school age children when I answer this concern. I do see homework as having a function in the academic procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows homework to be helpful, I did not see a persuading amount of difficult information to support doing away with all homework.
Yes, the quantity of homework ought to be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be relatively easy to give mathematics research one night, checking out or spelling one night, and so on to avoid straining 5 to 8-year-olds. If instructors are creative with tasks and in interacting the function of the assignment, trainees must not become disappointed or bored. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I designate 30 mathematics issues to students who I understand would deal with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my task as the teacher to modify the assignments.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. Kohn points out how trainees may end up being much better at keeping in mind, but not believing. I see this as two different things; we need trainees to remember specific truths and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be tough to squeeze in research some nights! We do the finest we can, and if we have concerns or issues, I reach out to the instructor. Once again, great instructors make it a point to know what some home scenarios might be like and to customize appropriately.