When thinking of homework, instructors find it useful 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, assessed her research philosophy which includes the purposeful functions instructors and households play.

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

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LE: What is your position on the issue of research?
I address as a teacher and as the parent of school age children when I answer this question. I do see research as having a function in the academic procedure and I do not concur with Alfie Kohn (see 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 beneficial, I did not see a persuading quantity of hard information to support getting rid of all research.
Yes, the quantity of homework need to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it must be relatively simple to provide math research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. If instructors are creative with projects and in interacting the purpose of the assignment, trainees must not end up being frustrated or bored. Those are my goals as a fourth-grade teacher. I see homework to extend knowing. Would I appoint 30 math issues to trainees who I know would battle with them, or to students who have shown their understanding of the skill? No, in those cases, it is my job as the instructor to modify the tasks.
Our book points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. Kohn points out how trainees may become better at keeping in mind, however not believing. I see this as two different things; we require students to keep in mind certain realities and then move on to using those skills as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! My own children have actually brought house assignments I thought too lengthy or improper for one night. We do the very best we can, and if we have issues or issues, I connect to the instructor. Knowing some trainees have little or no assistance at house must be recognized by educators. Again, great teachers make it an indicate know what some home situations may be like and to modify accordingly. When possible, coworkers can collaborate, as described in 2 additional course articles, by developing a learning lab or integrating “Drop-In” times throughout the school day
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I do see homework as having a role in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to think research is worthless, or worse, has a negative impact. While Kohn asserts there is almost no research that shows homework to be advantageous, I did not see a convincing amount of hard information to support doing away with all homework.
Yes, the amount of research need to be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it must be fairly easy to offer math research one night, reading or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors point of view.