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Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view. We want to hear your thoughts about research. What is your approach? How do you interact with families about research?

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

I do see research as having a function in the educational process and I do not agree with Alfie Kohn (see article), who appears to think homework is worthless, or even worse, has a negative effect. While Kohn asserts there is almost no research study that shows homework to be beneficial, I did not see a convincing amount of tough information to support doing away with all homework.
Yes, the amount of research need to be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it ought to be reasonably easy to offer mathematics homework one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education community, and we hope you can value this teachers point of view.

LE: What is your position on the concern of research?
When I answer this concern, I address as an educator and as the parent of school age children. I do see homework as having a function in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to think homework is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is almost no research that proves homework to be beneficial, I did not see a convincing quantity of tough data to support doing away with all homework.
Yes, the amount of research ought to be based upon the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to offer math homework one night, reading or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Students ought to not end up being bored or frustrated if teachers are innovative with assignments and in communicating the purpose of the assignment. 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 understand would fight 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 modify the tasks.
Our textbook points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how students might end up being better at keeping in mind, but not believing. I see this as 2 different things; we require trainees to remember particular realities and then move on to using those skills as thinkers and issue solvers.
As a moms and dad, it can be tough to squeeze in research some nights! My own kids have actually brought house assignments I thought improper or too prolonged for one night. We do the very best we can, and if we have concerns or problems, I reach out to the teacher. Knowing some students have little or no assistance in your home should be recognized by educators. Again, great teachers make it a point to understand what some home circumstances might be like and to customize accordingly. When possible, associates can collaborate, as described in two additional course short articles, by developing a learning lab or including “Drop-In” times during the school day
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