I do see homework as having a function in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to think research is useless, or even worse, has a negative impact. While Kohn asserts there is almost no research that proves research to be useful, I did not see a convincing amount of tough information to support doing away with all research.
Yes, the quantity of research must be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be fairly basic to provide mathematics research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can value this teachers point of view.

Research can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view. How do you interact with families about research?

When thinking of homework, teachers find it advantageous to interact their policy with the families of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her research philosophy which consists of the purposeful roles instructors and families play.

.

LE: What is your position on the concern of research?
When I address this concern, I respond to as a teacher and as the parent of school age children. I do see homework as having a function in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to believe homework is useless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that proves homework to be useful, I did not see a persuading quantity of tough data to support getting rid of all homework.
Yes, the quantity of research need to be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it should be fairly basic to offer math research one night, spelling or reading one night, etc to avoid overloading 5 to 8-year-olds. Students should not become frustrated or bored if instructors are creative with projects and in interacting the function of the task. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I designate 30 math issues to students who I know would fight with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to modify the projects.
Our book points out it can take 24 repeatings of a skill for a trainee to reach 80% competency. 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 require students to keep in mind specific facts and then move on to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be tough to squeeze in homework some nights! We do the finest we can, and if we have issues or problems, I reach out to the instructor. Once again, good teachers make it a point to understand what some home scenarios might be like and to customize appropriately.