I do see research as having a function in the instructional procedure and I do not concur with Alfie Kohn (see short article), who appears to think research is worthless, or even worse, has a negative impact. While Kohn asserts there is nearly no research that proves homework to be beneficial, I did not see a persuading amount of tough data to support doing away with all homework.
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 must be fairly easy to give math homework one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Homework can be a divisive subject in the education neighborhood, and we hope you can value this instructors point of view.

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When thinking about research, teachers find it useful to communicate their policy with the households of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her homework approach which consists of the purposeful functions teachers and households play.

LE: What is your position on the concern of homework?
I address as a teacher and as the parent of school age children when I address this concern. I do see research as having a function in the academic process and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that proves homework to be advantageous, I did not see a persuading quantity of tough data to support eliminating all research.
Yes, the amount of research should be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be relatively basic to give mathematics homework one night, checking out or spelling one night, etc to avoid straining 5 to 8-year-olds. Trainees must not end up being disappointed or bored if instructors are innovative with assignments and in communicating the purpose of the project. Those are my objectives as a fourth-grade teacher. I see homework to extend learning. Would I assign 30 math issues to trainees 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 job as the instructor to customize the assignments.
Our textbook points out it can take 24 repeatings of a skill for a trainee to reach 80% competency. Kohn points out how trainees may become much better at keeping in mind, however not believing. I see this as two different things; we require students to remember certain truths and then move on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be hard to squeeze in homework some nights! We do the best we can, and if we have issues or issues, I reach out to the teacher. Once again, excellent instructors make it a point to know what some home scenarios might be like and to modify accordingly.

Homework can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view. How do you interact with households about research?