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LE: What is your position on the problem of research?
When I address this question, I address as an educator and as the moms and dad of school age kids. I do see homework as having a role in the academic process and I do not agree with Alfie Kohn (see post), who appears to believe research is worthless, or 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 quantity of hard data to support getting rid of all homework.
Yes, the quantity of research ought to be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to give mathematics homework one night, checking out or spelling one night, and so on to avoid straining 5 to 8-year-olds. If instructors are innovative with assignments and in interacting the purpose of the task, students 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 problems to students who I know would deal with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to modify the tasks.
Our book mentions it can take 24 repetitions of a skill for a trainee to reach 80% competency. I believe practicing abilities is beneficial. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you must practice to improve. There are fundamental math abilities children must practice to develop a solid structure before moving on to higher-level math skills. Kohn points out how students may become much better at keeping in mind, but not thinking. I see this as two different things; we require trainees to remember specific facts and after that proceed to using those abilities as thinkers and issue solvers.
As a parent, it can be tough to squeeze in homework some nights! My own children have brought house projects I believed inappropriate or too prolonged for one night. We do the best we can, and if we have issues or problems, I reach out to the teacher. Understanding some students have little or no support at house need to be acknowledged by teachers. Again, good instructors make it an indicate know what some house circumstances might resemble and to customize accordingly. When possible, associates can work together, as described in two supplemental course short articles, by developing a finding out laboratory or integrating “Drop-In” times throughout the school day
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Research can be a divisive topic in the education community, and we hope you can value this instructors point of view. We would like to hear your thoughts about homework. What is your approach? How do you interact with families about homework?

I do see research as having a role in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to believe research is useless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research study that proves homework to be advantageous, I did not see a convincing quantity of tough data to support doing away with all research.
Yes, the quantity of research need to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be reasonably easy to provide mathematics homework one night, spelling or checking out one night, etc to avoid overwhelming 5 to 8-year-olds. Homework can be a divisive topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

When thinking of homework, instructors discover it helpful to interact their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, showed on her research approach that includes the purposeful roles teachers and families play.