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I do see homework as having a function in the academic procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves research to be useful, I did not see a persuading quantity of tough data to support doing away with all homework.
Yes, the amount of homework should be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be reasonably easy to offer mathematics homework one night, spelling or reading one night, and so on to avoid straining 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can value this instructors point of view.

When considering homework, teachers discover it helpful to communicate their policy with the households of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, showed on her research viewpoint which consists of the purposeful roles instructors and families play.

LE: What is your position on the concern of homework?
I respond to as a teacher and as the moms and dad of school age kids when I answer this question. I do see homework as having a function in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to think research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is almost no research study that proves homework to be useful, I did not see a persuading quantity of hard information to support getting rid of all homework.
Yes, the quantity of homework must be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably basic to provide mathematics homework one night, reading or spelling one night, and so on to avoid overloading 5 to 8-year-olds. If teachers are innovative with projects and in interacting the purpose of the assignment, students should not end up being annoyed or bored. Those are my goals as a fourth-grade instructor. I see homework to extend learning. Would I designate 30 math issues to students who I understand would battle with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to modify the projects.
Our book mentions it can take 24 repetitions of an ability for a student to reach 80% proficiency. I think practicing skills is worthwhile. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you should practice to enhance. There are basic math abilities kids must practice to construct a solid structure prior to moving on to higher-level math abilities. Kohn mentions how students may end up being much better at keeping in mind, however not thinking. I see this as two various things; we need trainees to bear in mind certain realities and after that proceed to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in homework some nights! We do the finest we can, and if we have issues or problems, I reach out to the teacher. Once again, good instructors make it a point to understand what some house situations may be like and to modify appropriately.

Research can be a dissentious topic in the education community, and we hope you can appreciate this teachers viewpoint. We wish to hear your thoughts about research. What is your viewpoint? How do you communicate with households about research?