LE: What is your position on the issue of homework?
I answer as an educator and as the moms and dad of school age kids when I answer this concern. I do see homework as having a function in the instructional process and I do not agree with Alfie Kohn (see article), who appears to think research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows research to be helpful, I did not see a convincing quantity of tough data to support doing away with all homework.
Yes, the amount of research need to be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be fairly easy to give mathematics homework one night, checking out or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. If teachers are imaginative with tasks and in interacting the purpose of the task, students should not become annoyed or bored. Those are my objectives as a fourth-grade teacher. I see research to extend learning. Would I designate 30 math problems to trainees who I understand 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 instructor to modify the assignments.
Our textbook points out it can take 24 repetitions of a skill for a student to reach 80% proficiency. I think practicing abilities is worthwhile. Kohns contrast with tennis does not make sense to me. There are abilities in tennis you need to practice to improve. There are basic math abilities kids must practice to build a strong foundation prior to proceeding to higher-level math skills. Kohn mentions how students might become much better at keeping in mind, however not believing. I see this as 2 different things; we need trainees to bear in mind particular truths and then carry on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be tough to squeeze in research some nights! We do the best we can, and if we have problems or concerns, I reach out to the instructor. Once again, great instructors make it a point to understand what some house situations may be like and to customize accordingly.

Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors viewpoint. We wish to hear your ideas about research. What is your philosophy? How do you interact with families about homework?

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When believing about homework, instructors discover it helpful to communicate their policy with the households of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, showed on her research viewpoint which includes the purposeful functions instructors and households play.

I do see research as having a role in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is nearly no research that shows homework to be useful, I did not see a persuading quantity of hard data to support doing away with all research.
Yes, the quantity of research ought to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be fairly basic to provide math research one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. Research can be a dissentious subject in the education community, and we hope you can value this instructors point of view.