LE: What is your position on the concern of research?
I answer as an educator and as the parent of school age children when I answer this concern. I do see homework as having a role in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is worthless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research study that proves research to be beneficial, I did not see a convincing amount of hard information to support getting rid of all research.
Yes, the quantity of research should be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably basic to offer mathematics homework one night, spelling or checking out one night, and so on to avoid overwhelming 5 to 8-year-olds. I see research to extend learning.
Our book explains it can take 24 repetitions of an ability for a student to reach 80% competency. I think practicing abilities is beneficial. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you need to practice to enhance. There are basic math skills children must practice to develop a strong structure prior to proceeding to higher-level math abilities. Kohn points out how trainees might end up being much better at keeping in mind, but not thinking. I see this as 2 different things; we need trainees to keep in mind certain facts and then proceed to using those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! My own children have actually brought house tasks I thought improper or too lengthy for one night. We do the finest we can, and if we have problems or issues, I reach out to the instructor. Understanding some students have little or no support in your home must be recognized by educators. Once again, excellent instructors make it an indicate know what some house situations may be like and to customize accordingly. When possible, associates can interact, as explained in 2 additional course short articles, by developing a discovering lab or incorporating “Drop-In” times during the school day
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I do see homework as having a role in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to think homework is worthless, or even worse, has a negative impact. While Kohn asserts there is almost no research study that shows research to be advantageous, I did not see a persuading quantity of tough information to support doing away with all homework.
Yes, the quantity of research must be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be fairly basic to provide math research one night, spelling or reading one night, etc to prevent overwhelming 5 to 8-year-olds. Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors viewpoint. We would like to hear your thoughts about research. What is your philosophy? How do you communicate with households about homework?

When thinking of research, teachers discover it helpful to interact their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her research philosophy which includes the purposeful functions instructors and families play.