I do see homework as having a function in the instructional process and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or even worse, has a negative effect. While Kohn asserts there is almost no research that proves research to be advantageous, I did not see a persuading amount of hard data to support doing away with all homework.
Yes, the amount of research ought to be based on the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively simple to provide mathematics research one night, spelling or checking out one night, etc to avoid overwhelming 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view.

When thinking about homework, instructors find it advantageous to interact their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her homework viewpoint which includes the purposeful roles teachers and families play.

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

LE: What is your position on the problem of homework?
I respond to as a teacher and as the parent of school age children when I answer this concern. I do see homework as having a role in the educational procedure and I do not agree with Alfie Kohn (see short article), who appears to think research is worthless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that proves homework to be beneficial, I did not see a convincing amount of hard data to support eliminating all research.
Yes, the quantity of research ought to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be fairly basic to provide math research one night, checking out or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. If instructors are imaginative with assignments and in interacting the purpose of the assignment, students should not end up being disappointed or bored. Those are my goals as a fourth-grade teacher. I see research to extend knowing. Would I appoint 30 math problems to trainees who I know would battle with them, or to students who have shown their understanding of the ability? No, in those cases, it is my job as the instructor to customize the assignments.
Our textbook explains it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. I think practicing abilities is beneficial. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you should practice to enhance. There are standard mathematics abilities kids need to practice to develop a solid structure prior to moving on to higher-level math abilities. Kohn explains how trainees may become much better at remembering, but not thinking. I see this as 2 different things; we need trainees to keep in mind particular truths and after that proceed to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in research some nights! We do the best we can, and if we have issues or issues, I reach out to the teacher. Again, great teachers make it a point to know what some house scenarios may be like and to customize accordingly.