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 believe homework is worthless, or worse, has a negative impact. While Kohn asserts there is practically no research that shows research to be useful, I did not see a convincing amount of difficult 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 many Kindergarten-3rd grade teachers are self-contained, it should be fairly easy to offer math research one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can appreciate this instructors point of view.

Homework can be a divisive subject in the education community, and we hope you can appreciate this teachers perspective. We wish to hear your thoughts about homework. What is your approach? How do you communicate with households about homework?

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When considering research, instructors find it advantageous to communicate their policy with the households of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, showed on her homework philosophy that includes the purposeful roles instructors and households play.

LE: What is your position on the issue of homework?
When I address this question, I respond to as an educator and as the parent of school age children. I do see research as having a role in the educational process and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that proves homework to be advantageous, I did not see a persuading amount of hard information to support doing away with all homework.
Yes, the amount of homework need to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be fairly basic to provide math homework one night, reading or spelling one night, etc to prevent straining 5 to 8-year-olds. Trainees must not become disappointed or bored if teachers are creative with tasks and in interacting the function of the project. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I appoint 30 mathematics problems to students who I know would have problem with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to customize the assignments.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. I think practicing skills is rewarding. Kohns comparison with tennis does not make sense to me. There are skills in tennis you must practice to enhance. There are fundamental math abilities children must practice to construct a strong structure prior to proceeding to higher-level math skills. Kohn explains how students may progress at remembering, however not thinking. I see this as 2 various things; we need trainees to remember particular facts and after that carry on to utilizing those skills as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in research some nights! My own kids have brought house tasks I believed too prolonged or unsuitable for one night. We do the finest we can, and if we have issues or concerns, I reach out to the instructor. Understanding some trainees have little or no assistance in your home need to be acknowledged by teachers. Again, great instructors make it an indicate understand what some house scenarios might be like and to modify appropriately. When possible, associates can collaborate, as explained in two supplemental course articles, by establishing a discovering lab or incorporating “Drop-In” times throughout the school day
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