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

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

I do see research as having a role in the educational process and I do not concur with Alfie Kohn (see short article), who appears to think homework is useless, or even worse, has a negative effect. While Kohn asserts there is practically no research that shows homework to be beneficial, I did not see a convincing quantity of difficult information to support doing away with all homework.
Yes, the quantity of homework ought to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively easy to offer math research one night, spelling or checking out one night, etc to avoid straining 5 to 8-year-olds. Homework can be a dissentious topic in the education community, and we hope you can appreciate this instructors point of view.

LE: What is your position on the issue of homework?
When I address this question, I answer as an educator and as the moms and dad of school age children. I do see research as having a role in the educational process and I do not concur with Alfie Kohn (see short article), who appears to believe research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that shows research to be useful, I did not see a convincing amount of hard information to support getting rid of all research.
Yes, the amount of research need to be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably easy to offer mathematics research one night, reading or spelling one night, etc to avoid overwhelming 5 to 8-year-olds. Trainees ought to not end up being bored or frustrated if instructors are creative with assignments 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 appoint 30 math issues to trainees who I understand would fight with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my job as the instructor to customize the assignments.
Our textbook explains it can take 24 repeatings of an ability for a student to reach 80% proficiency. I think practicing skills is worthwhile. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you must practice to enhance. There are basic mathematics skills children should practice to develop a strong foundation prior to carrying on to higher-level mathematics abilities. Kohn mentions how students may end up being much better at keeping in mind, however not thinking. I see this as 2 various things; we require students to bear in mind certain facts and after that move on to using those skills as thinkers and problem solvers.
As a moms and dad, it can be hard to squeeze in research some nights! My own children have brought home tasks I thought unsuitable or too prolonged for one night. We do the finest we can, and if we have problems or concerns, I connect to the instructor. Knowing some trainees have little or no support in your home must be recognized by teachers. Again, great teachers make it an indicate understand what some home situations might resemble and to customize accordingly. When possible, coworkers can collaborate, as described in two additional course articles, by developing a learning lab or incorporating “Drop-In” times throughout the school day
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