I do see research as having a function in the educational process and I do not agree with Alfie Kohn (see article), who appears to think homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research study that shows research to be advantageous, I did not see a persuading amount of difficult information to support doing away with all homework.
Yes, the quantity 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 needs to be fairly easy to provide math research one night, reading or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Research can be a divisive topic in the education neighborhood, and we hope you can appreciate this teachers point of view.

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Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this teachers point of view. We would like to hear your thoughts about homework. What is your philosophy? How do you interact with families about homework?

LE: What is your position on the concern of research?
When I answer this question, I answer as an educator and as the parent of school age children. I do see research as having a function in the instructional process and I do not concur with Alfie Kohn (see article), who appears to believe research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that proves homework to be advantageous, I did not see a persuading quantity of difficult information to support getting rid of all homework.
Yes, the quantity of homework ought to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly simple to give math research one night, spelling or reading one night, etc to avoid overwhelming 5 to 8-year-olds. Trainees need to not become bored or disappointed if teachers are innovative with tasks and in interacting the purpose of the assignment. Those are my goals as a fourth-grade instructor. I see homework to extend learning. Would I assign 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 task as the instructor to modify the assignments.
Our textbook explains it can take 24 repetitions of a skill for a trainee to reach 80% competency. I believe practicing skills is worthwhile. Kohns contrast with tennis does not make sense to me. There are skills in tennis you need to practice to enhance. There are standard mathematics skills children need to practice to build a strong foundation before moving on to higher-level mathematics abilities. Kohn points out how students might progress at remembering, however not thinking. I see this as 2 various things; we require students to bear in mind certain realities and after that move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be hard to squeeze in homework some nights! We do the best we can, and if we have issues or problems, I reach out to the instructor. Once again, good instructors make it a point to know what some home circumstances might be like and to customize accordingly.

When thinking of homework, instructors find it useful to communicate their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her homework philosophy which consists of the purposeful functions instructors and families play.