I do see research as having a role in the academic procedure and I do not concur with Alfie Kohn (see short article), who appears to think homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research that proves homework to be advantageous, I did not see a persuading quantity of difficult information to support doing away with all homework.
Yes, the amount of homework ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be fairly basic to provide mathematics homework one night, spelling or checking out one night, etc to prevent overwhelming 5 to 8-year-olds. Research can be a dissentious subject in the education community, and we hope you can value this instructors point of view.

When considering research, instructors discover it useful to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her research philosophy which includes the purposeful roles teachers and households play.

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

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LE: What is your position on the problem of homework?
I respond to as an educator and as the parent of school age kids when I answer this question. I do see homework as having a role in the instructional procedure and I do not concur with Alfie Kohn (see article), who appears to think research is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that shows research to be helpful, I did not see a convincing quantity of difficult information to support eliminating all research.
Yes, the amount of homework must be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it ought to be relatively easy to offer math research one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. If instructors are innovative with assignments and in interacting the purpose of the assignment, trainees need to not become annoyed or bored. Those are my objectives as a fourth-grade teacher. I see research to extend knowing. Would I assign 30 mathematics issues to students who I know would have a hard time with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my job as the teacher to customize the tasks.
Our textbook points out it can take 24 repeatings of a skill for a student to reach 80% competency. Kohn points out how trainees might become much better at remembering, but not believing. I see this as 2 various things; we require trainees to keep in mind certain facts and then move on to utilizing those abilities as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! We do the finest we can, and if we have problems or issues, I reach out to the teacher. Once again, good instructors make it a point to understand what some house circumstances might be like and to modify accordingly.