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LE: What is your position on the issue of research?
I address as a teacher and as the moms and dad of school age children when I address this question. I do see research as having a function in the academic process and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research study that proves research to be useful, I did not see a persuading amount of difficult information to support getting rid of all homework.
Yes, the amount of homework ought to be based upon the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be fairly easy to offer math homework one night, spelling or checking out one night, etc to avoid straining 5 to 8-year-olds. Trainees need to not become annoyed or bored if teachers are creative with assignments and in interacting the function of the task. Those are my objectives as a fourth-grade teacher. I see homework to extend knowing. Would I designate 30 mathematics problems to trainees who I know would have problem with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my job as the teacher to modify the assignments.
Our book explains it can take 24 repeatings of a skill for a student to reach 80% proficiency. I think practicing skills is beneficial. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you need to practice to improve. There are standard mathematics skills kids should practice to develop a solid structure prior to proceeding to higher-level math abilities. Kohn mentions how students might become much better at keeping in mind, however not thinking. I see this as 2 different things; we require trainees to keep in mind specific realities and then carry on to using those abilities as thinkers and problem solvers.
As a moms and dad, it can be challenging to squeeze in research some nights! My own children have brought home projects I thought inappropriate or too prolonged for one night. We do the finest we can, and if we have problems or concerns, I reach out to the instructor. Understanding some trainees have little or no assistance at house need to be acknowledged by educators. Again, excellent instructors make it a point to know what some house circumstances might be like and to customize accordingly. When possible, coworkers can interact, as explained in 2 additional course posts, by developing a learning laboratory or integrating “Drop-In” times throughout the school day
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I do see research as having a function in the academic process and I do not agree with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has a negative impact. While Kohn asserts there is almost no research that shows homework to be useful, I did not see a persuading amount of difficult data to support doing away with all homework.
Yes, the quantity of research should be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it ought to be fairly basic to provide math homework one night, spelling or reading one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a divisive topic in the education neighborhood, and we hope you can appreciate this teachers point of view.

When considering research, instructors discover it useful to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her research viewpoint that includes the purposeful roles instructors and families play.

Homework can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view. We wish to hear your ideas about research. What is your approach? How do you interact with households about homework?