I do see homework as having a function in the academic procedure and I do not concur with Alfie Kohn (see post), who appears to believe research is useless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that shows homework to be helpful, I did not see a persuading amount of hard data to support doing away with all research.
Yes, the quantity of research must be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it should be fairly easy to offer math research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can appreciate this teachers point of view.

When considering research, instructors discover it helpful to communicate their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her research viewpoint which consists of the purposeful functions teachers and households play.

Research can be a divisive topic in the education community, and we hope you can appreciate this teachers perspective. We would like to hear your ideas about homework. What is your approach? How do you communicate with households about homework?

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LE: What is your position on the problem of research?
When I answer this question, I address as a teacher and as the parent of school age children. I do see research as having a function in the academic process and I do not concur with Alfie Kohn (see short article), who appears to think homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research study that proves research to be advantageous, I did not see a convincing quantity of difficult data to support doing away with all research.
Yes, the amount of research should be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be reasonably easy to provide mathematics homework one night, checking out or spelling one night, etc to avoid overloading 5 to 8-year-olds. I see homework to extend knowing.
Our textbook explains it can take 24 repeatings of a skill for a student to reach 80% proficiency. I think practicing skills is beneficial. Kohns comparison with tennis does not make good sense to me. There are abilities in tennis you should practice to enhance. There are standard math abilities kids must practice to construct a solid structure prior to proceeding to higher-level math abilities. Kohn points out how trainees might become much better at keeping in mind, however not believing. I see this as 2 various things; we require students to keep in mind particular facts and then carry on to using those abilities as thinkers and problem solvers.
As a moms and dad, it can be hard to squeeze in homework some nights! My own children have actually brought home assignments I believed too prolonged or improper for one night. We do the best we can, and if we have problems or concerns, I connect to the teacher. Understanding some trainees have little or no assistance in your home must be recognized by educators. Again, great instructors make it a point to understand what some home circumstances may be like and to modify appropriately. When possible, colleagues can collaborate, as described in two supplemental course short articles, by establishing a learning laboratory or integrating “Drop-In” times throughout the school day
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