A classroom teacher’s view on homework

When believing about research, instructors discover it advantageous to interact their policy with the families of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her research philosophy that includes the purposeful roles instructors and households play.

LE: What is your position on the issue of homework?
I address as a teacher and as the moms and dad of school age kids when I address this concern. I do see research as having a function in the educational process and I do not concur with Alfie Kohn (see article), who appears to believe research is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research study that proves research to be beneficial, I did not see a persuading quantity of difficult data to support doing away with all homework.
Yes, the quantity of homework must be based upon the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be fairly simple to offer mathematics homework one night, spelling or reading one night, and so on to avoid overloading 5 to 8-year-olds. If teachers are imaginative with tasks and in interacting the purpose of the project, trainees should not end up being bored or frustrated. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I designate 30 math issues to students who I know would have problem with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my task as the teacher to customize the projects.
Our textbook explains it can take 24 repetitions of a skill for a trainee to reach 80% competency. I believe practicing skills is beneficial. Kohns comparison with tennis does not make sense to me. There are skills in tennis you should practice to enhance. There are standard mathematics abilities kids should practice to build a strong structure prior to proceeding to higher-level mathematics skills. Kohn points out how students may become better at remembering, but not believing. I see this as 2 different things; we require students to remember particular realities and after that carry on to utilizing those skills as thinkers and problem solvers.
As a moms and dad, it can be tough 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 home scenarios might be like and to customize accordingly.

I do see homework as having a role in the academic process and I do not agree with Alfie Kohn (see article), who appears to believe research is worthless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that proves research to be beneficial, I did not see a convincing amount of tough data to support doing away with all homework.
Yes, the quantity of research ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably simple to give mathematics homework one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. Research can be a divisive topic in the education neighborhood, and we hope you can value this instructors point of view.

Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view. How do you communicate with households about research?

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