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LE: What is your position on the concern of research?
I address as a teacher and as the parent of school age children when I answer this question. I do see homework as having a role in the instructional process and I do not agree with Alfie Kohn (see short article), who appears to believe homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research that shows research to be beneficial, I did not see a convincing amount of tough data to support getting rid of all research.
Yes, the amount of homework should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably basic to offer math research one night, spelling or reading one night, etc to avoid overwhelming 5 to 8-year-olds. I see homework to extend learning.
Our textbook points out it can take 24 repeatings of an ability for a student to reach 80% proficiency. I think practicing skills is rewarding. Kohns comparison with tennis does not make good sense to me. There are abilities in tennis you should practice to improve. There are fundamental math abilities kids must practice to develop a solid foundation prior to moving on to higher-level mathematics abilities. Kohn mentions how students may progress at keeping in mind, however not thinking. I see this as two different things; we require students to remember certain facts and then move on to using those skills as thinkers and issue solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! My own children have brought house projects I believed improper or too lengthy for one night. We do the very best we can, and if we have concerns or problems, I reach out to the instructor. Knowing some students have little or no support in the house must be recognized by educators. Again, excellent instructors make it a point to understand what some house scenarios might be like and to customize accordingly. When possible, associates can work together, as described in 2 extra course posts, by developing a discovering laboratory or incorporating “Drop-In” times throughout the school day
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I do see homework as having a role in the instructional process and I do not concur with Alfie Kohn (see article), who appears to think homework is worthless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that proves research to be helpful, I did not see a convincing quantity of hard data to support doing away with all homework.
Yes, the amount of homework ought to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be fairly basic to offer mathematics research one night, checking out or spelling one night, and so on to prevent straining 5 to 8-year-olds. Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors point of view.

Research can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view. How do you interact with families about homework?

When considering research, instructors find it advantageous to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, showed on her homework philosophy which consists of the purposeful functions instructors and families play.