LE: What is your position on the problem of research?
I respond to as a teacher and as the moms and dad of school age children when I answer this question. I do see research as having a role in the instructional process and I do not concur with Alfie Kohn (see post), who appears to believe homework is useless, or even worse, has a negative impact. While Kohn asserts there is almost no research that shows homework to be beneficial, I did not see a convincing quantity of hard information to support getting rid of all homework.
Yes, the amount of homework must be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly simple to give math research one night, spelling or checking out one night, and so on to prevent overwhelming 5 to 8-year-olds. Students should not become bored or annoyed if teachers are creative with assignments and in communicating the function of the task. Those are my objectives as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 math problems to trainees who I know would battle with them, or to students who have shown their understanding of the skill? No, in those cases, it is my job as the teacher to modify the projects.
Our book points out it can take 24 repetitions of a skill for a trainee to reach 80% competency. Kohn points out how students may become better at remembering, but not thinking. I see this as 2 different things; we need trainees to keep in mind certain truths and then move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be tough to squeeze in homework some nights! My own kids have actually brought house assignments I thought unsuitable or too lengthy for one night. We do the very best we can, and if we have concerns or issues, I connect to the teacher. Knowing some trainees have little or no assistance at house should be acknowledged by educators. Again, great teachers make it an indicate understand what some house situations might resemble and to customize appropriately. When possible, associates can interact, as explained in two supplemental course posts, by developing a learning laboratory or including “Drop-In” times throughout the school day
.

.

Homework can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view. How do you communicate with households about research?

When considering homework, teachers discover it helpful to interact their policy with the families of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, showed on her research philosophy which consists of the purposeful roles teachers and families play.

I do see research as having a function in the academic process and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research that proves homework to be helpful, I did not see a convincing amount of tough data to support doing away with all homework.
Yes, the amount of research must be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be reasonably simple to provide math research one night, spelling or reading one night, etc to avoid overwhelming 5 to 8-year-olds. Homework can be a dissentious topic in the education community, and we hope you can value this teachers point of view.