Research can be a dissentious topic in the education neighborhood, and we hope you can value this teachers perspective. We wish to hear your thoughts about research. What is your viewpoint? How do you interact with families about research?

When thinking about homework, instructors discover it beneficial to communicate 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 research viewpoint that includes the purposeful functions teachers and families play.

LE: What is your position on the problem of research?
I address as a teacher and as the parent of school age children when I address this concern. I do see research as having a role in the educational process and I do not concur with Alfie Kohn (see short article), who appears to believe research is worthless, or worse, has a negative impact. While Kohn asserts there is practically no research study that proves research to be useful, I did not see a persuading amount of tough data to support doing away with all research.
Yes, the amount of homework must be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly simple to offer math homework one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. I see homework to extend knowing.
Our book points out it can take 24 repetitions of an ability for a trainee to reach 80% proficiency. I believe practicing abilities is beneficial. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you should practice to improve. There are fundamental math abilities children must practice to develop a solid foundation before carrying on to higher-level math skills. Kohn explains how students might end up being much better at keeping in mind, but not believing. I see this as 2 various things; we require trainees to remember specific truths and after that proceed to using those abilities as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in research some nights! My own children have actually brought home projects I thought too lengthy or unsuitable for one night. We do the finest we can, and if we have issues or issues, I reach out to the teacher. Knowing some trainees have little or no assistance at house need to be acknowledged by teachers. Once again, excellent instructors make it a point to know what some house situations may be like and to customize accordingly. When possible, associates can work together, as described in 2 extra course articles, by developing a finding out laboratory or integrating “Drop-In” times throughout the school day
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I do see homework as having a function in the educational process and I do not agree with Alfie Kohn (see short article), who appears to think research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research study that proves research to be advantageous, I did not see a convincing amount of difficult information to support doing away with all research.
Yes, the amount of research should be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly simple to give mathematics research one night, checking out or spelling one night, etc to avoid straining 5 to 8-year-olds. Research can be a dissentious topic in the education community, and we hope you can value this instructors point of view.