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

I do see homework as having a function in the instructional process and I do not concur with Alfie Kohn (see article), who appears to think homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research study that proves homework to be advantageous, I did not see a persuading amount of hard information to support doing away with all homework.
Yes, the quantity of homework should be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably simple to offer math research one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view.

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

LE: What is your position on the problem of research?
When I answer this concern, I respond to as an educator and as the parent of school age children. I do see research as having a function in the academic procedure and I do not agree with Alfie Kohn (see short article), who appears to believe homework is worthless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that proves homework to be useful, I did not see a convincing quantity of tough data to support eliminating all homework.
Yes, the quantity of homework should be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be fairly basic to provide math research one night, spelling or checking out one night, etc to prevent overwhelming 5 to 8-year-olds. Trainees must not become bored or disappointed if instructors are innovative with projects and in interacting the purpose of the project. Those are my objectives as a fourth-grade teacher. I see research to extend learning. Would I designate 30 mathematics problems to trainees who I know would battle with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my job as the teacher to customize the tasks.
Our book points out it can take 24 repetitions of a skill for a student to reach 80% competency. Kohn points out how students might become better at remembering, but not believing. I see this as two various things; we need students to keep in mind particular truths and then move on to using those skills 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 improper or too lengthy for one night. We do the very best we can, and if we have problems or issues, I reach out to the instructor. Understanding some students have little or no assistance in the house should be acknowledged by teachers. Once again, excellent teachers make it an indicate understand what some house scenarios might be like and to customize appropriately. When possible, coworkers can collaborate, as explained in 2 extra course posts, by establishing a learning lab or including “Drop-In” times during the school day
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