I do see homework 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 worse, has an unfavorable impact. While Kohn asserts there is nearly no research that shows research to be helpful, I did not see a persuading amount of tough information to support doing away with all research.
Yes, the amount of homework must be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be relatively easy to provide mathematics homework one night, spelling or checking out one night, etc to avoid overloading 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.

LE: What is your position on the problem of homework?
When I address this question, I address as a teacher and as the parent of school age kids. I do see research as having a role in the educational procedure and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that shows homework to be beneficial, I did not see a persuading amount of hard information to support eliminating all research.
Yes, the amount of homework should be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be reasonably basic to provide math homework one night, checking out or spelling one night, etc to avoid overwhelming 5 to 8-year-olds. Trainees need to not end up being annoyed or bored if teachers are creative with projects and in interacting the purpose of the task. Those are my objectives as a fourth-grade instructor. I see research to extend knowing. Would I designate 30 mathematics issues to students who I understand would fight with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my task as the instructor to modify the projects.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% proficiency. Kohn points out how trainees may become better at remembering, however not thinking. I see this as two various things; we need trainees to remember specific realities and then move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! We do the best we can, and if we have issues or concerns, I reach out to the teacher. Again, excellent teachers make it a point to understand what some home circumstances might be like and to modify accordingly.

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

When thinking of research, teachers find it advantageous 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, assessed her homework approach which includes the purposeful functions instructors and families play.