Research can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view. We want to hear your ideas about research. What is your philosophy? How do you communicate with households about homework?

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When believing about homework, instructors find it advantageous to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her homework philosophy that includes the purposeful functions teachers and households play.

I do see research as having a function in the educational procedure and I do not agree with Alfie Kohn (see article), who appears to believe research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research that shows research to be beneficial, I did not see a convincing amount of hard information to support doing away with all homework.
Yes, the amount of homework ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be reasonably simple to give math research one night, checking out or spelling one night, etc to prevent straining 5 to 8-year-olds. Homework can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view.

LE: What is your position on the concern of research?
I address as an educator and as the moms and dad of school age children when I address this concern. I do see research as having a function in the educational process and I do not concur with Alfie Kohn (see post), who appears to think homework is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves research to be beneficial, I did not see a persuading amount of difficult data to support eliminating all research.
Yes, the quantity of homework need to be based on the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably easy to provide mathematics homework one night, reading or spelling one night, etc to prevent overloading 5 to 8-year-olds. Students should not end up being bored or disappointed if teachers are creative with projects and in communicating the purpose of the project. Those are my objectives as a fourth-grade instructor. I see research to extend knowing. Would I assign 30 math problems to trainees who I know would fight with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my task as the instructor to modify the assignments.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how students may end up being much better at keeping in mind, however not thinking. I see this as two different things; we need trainees to remember certain truths and then move on to utilizing those abilities as thinkers and issue solvers.
As a moms and dad, it can be hard to squeeze in research some nights! My own children have brought house projects I thought inappropriate or too lengthy for one night. We do the very best we can, and if we have issues or concerns, I reach out to the instructor. Knowing some students have little or no assistance in your home must be recognized by teachers. Once again, good instructors make it a point to know what some home scenarios may be like and to modify accordingly. When possible, associates can interact, as explained in two additional course posts, by developing a discovering laboratory or including “Drop-In” times during the school day
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