When believing about homework, instructors discover it advantageous to communicate their policy with the households of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, showed on her homework philosophy that includes the purposeful functions teachers and families play.

Research can be a dissentious topic in the education community, and we hope you can appreciate this teachers perspective. We want to hear your ideas about research. What is your philosophy? How do you interact with families about homework?

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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 think research is worthless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research that shows homework to be advantageous, I did not see a convincing amount of hard information to support doing away with all research.
Yes, the quantity of homework ought to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it ought to be relatively basic to offer mathematics research one night, spelling or reading one night, etc to prevent overwhelming 5 to 8-year-olds. Homework can be a divisive topic in the education neighborhood, and we hope you can value this teachers point of view.

LE: What is your position on the problem of research?
When I answer this question, I answer as an educator and as the parent of school age kids. 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 worthless, or worse, has a negative effect. While Kohn asserts there is nearly no research that proves research to be helpful, I did not see a convincing amount of tough information to support doing away with all research.
Yes, the amount of research must be based on the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it ought to be fairly basic to provide math homework one night, spelling or checking out one night, etc to prevent straining 5 to 8-year-olds. I see research to extend learning.
Our textbook explains it can take 24 repeatings of an ability for a trainee 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 enhance. There are standard mathematics skills kids should practice to develop a solid structure prior to moving on to higher-level mathematics skills. Kohn explains how trainees may become better at remembering, but not believing. I see this as two various things; we require students to bear in mind specific realities and then carry on to using those abilities as thinkers and problem solvers.
As a parent, it can be hard to squeeze in research some nights! We do the best we can, and if we have issues or issues, I reach out to the teacher. Once again, excellent instructors make it a point to understand what some house circumstances might be like and to customize appropriately.