When considering homework, instructors find it helpful to communicate their policy with the households of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her research approach that includes the purposeful roles teachers and households play.

I do see research as having a function in the instructional process and I do not agree with Alfie Kohn (see article), who appears to believe research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research that shows research to be advantageous, I did not see a convincing amount of hard 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 most Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to provide math homework one night, spelling or checking out one night, etc to avoid overwhelming 5 to 8-year-olds. Research can be a divisive topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

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Homework can be a dissentious topic in the education community, and we hope you can value this instructors point of view. How do you interact with families about homework?

LE: What is your position on the issue of research?
When I address this question, I answer as an educator and as the moms and dad of school age children. I do see homework as having a role in the instructional process and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has a negative impact. While Kohn asserts there is almost no research study that proves research to be useful, I did not see a persuading amount of tough data to support getting rid of all homework.
Yes, the amount of research need to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably easy to offer mathematics homework one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. Trainees need to not end up being annoyed or bored if teachers are imaginative with tasks and in interacting the function of the project. Those are my objectives as a fourth-grade instructor. I see research to extend learning. Would I designate 30 mathematics issues to students who I know would have problem with them, or to trainees who have shown their understanding of the ability? No, in those cases, it is my job as the teacher to customize the tasks.
Our book explains it can take 24 repeatings of an ability for a student to reach 80% competency. I believe practicing abilities is rewarding. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you should practice to improve. There are basic mathematics abilities children must practice to construct a solid foundation prior to carrying on to higher-level math skills. Kohn explains how students may progress at keeping in mind, but not believing. I see this as two various things; we require trainees to bear in mind particular truths and then move on to using those skills as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in research some nights! We do the finest we can, and if we have issues or problems, I reach out to the teacher. Again, great teachers make it a point to understand what some home circumstances might be like and to customize accordingly.