A classroom teacher’s view on homework

Homework can be a dissentious subject in the education neighborhood, and we hope you can value this instructors 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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I do see research as having a role in the academic procedure and I do not agree with Alfie Kohn (see post), who appears to think research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is nearly no research that proves research to be advantageous, I did not see a convincing quantity of difficult information to support doing away with all research.
Yes, the amount of research must be based on the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it should be fairly basic to give math homework one night, spelling or reading one night, etc to avoid overwhelming 5 to 8-year-olds. Homework can be a divisive subject in the education neighborhood, and we hope you can value this instructors point of view.

When considering research, teachers discover it useful to interact their policy with the families of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reflected on her research viewpoint that includes the purposeful functions teachers and households play.

LE: What is your position on the concern of research?
When I address this concern, I answer as an educator and as the parent of school age children. I do see homework as having a function in the academic process and I do not concur with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research that shows homework to be useful, I did not see a convincing quantity of hard data to support doing away with all research.
Yes, the quantity of research should be based upon the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be relatively easy to give math homework one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Students need to not become annoyed or bored if teachers are imaginative with projects and in communicating the function of the assignment. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I appoint 30 mathematics problems to trainees who I know would struggle with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my job as the instructor to customize the tasks.
Our textbook points out it can take 24 repeatings of an ability for a student to reach 80% proficiency. Kohn points out how trainees might become much better at keeping in mind, however not thinking. I see this as 2 various things; we need students to keep in mind certain realities and then move on to using those abilities as thinkers and issue solvers.
As a moms and dad, it can be tough to squeeze in research some nights! My own kids have actually brought house projects I believed improper or too lengthy for one night. We do the finest we can, and if we have problems or issues, I reach out to the teacher. Understanding some trainees have little or no support at home need to be acknowledged by educators. Again, great teachers make it a point to understand what some house scenarios may resemble and to customize appropriately. When possible, associates can interact, as explained in 2 additional course short articles, by establishing a learning laboratory or incorporating “Drop-In” times during the school day
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