When thinking of research, instructors discover it advantageous to interact their policy with the households of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her homework viewpoint which consists of the purposeful functions instructors and families play.

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I do see homework as having a role in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to think research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows homework to be beneficial, I did not see a convincing quantity of tough data to support doing away with all homework.
Yes, the quantity of homework must be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it ought to be relatively basic to offer mathematics homework one night, checking out or spelling one night, and so on to avoid overloading 5 to 8-year-olds. Research can be a dissentious topic in the education community, and we hope you can appreciate this instructors point of view.

LE: What is your position on the problem of homework?
When I answer this question, I address as a teacher and as the parent of school age kids. I do see homework as having a role in the instructional process and I do not agree with Alfie Kohn (see post), who appears to believe homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that shows research to be useful, I did not see a persuading quantity of difficult information to support getting rid of all homework.
Yes, the quantity of homework must be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be relatively simple to give math homework one night, spelling or reading one night, and so on to avoid overloading 5 to 8-year-olds. If instructors are innovative with projects and in interacting the purpose of the task, trainees ought to not become bored or frustrated. Those are my goals as a fourth-grade teacher. I see homework to extend knowing. Would I designate 30 mathematics issues to trainees who I know would fight with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my task as the teacher to modify the assignments.
Our book explains it can take 24 repetitions of an ability for a trainee to reach 80% competency. I think practicing abilities is worthwhile. Kohns contrast with tennis does not make sense to me. There are abilities in tennis you must practice to improve. There are basic mathematics skills children need to practice to develop a solid structure prior to proceeding to higher-level mathematics abilities. Kohn explains how students may progress at remembering, however not thinking. I see this as two different things; we need students to keep in mind specific realities and after that move on to using those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in homework some nights! We do the finest we can, and if we have issues or problems, I reach out to the instructor. Again, great teachers make it a point to understand what some house situations may be like and to modify accordingly.

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