A classroom teacher’s view on homework
Research can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view. How do you interact with families about homework?
I do see research as having a function in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to believe research is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research that shows research to be helpful, I did not see a persuading amount of tough information to support doing away with 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 needs to be fairly basic to offer mathematics research one night, reading or spelling one night, and so on to avoid straining 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can value this teachers point of view.
When thinking about research, instructors discover it useful to interact their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her homework approach which consists of the purposeful roles teachers and families play.
LE: What is your position on the issue of research?
When I answer this concern, I address as an educator and as the parent of school age kids. I do see research as having a role in the instructional process and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or worse, has a negative effect. While Kohn asserts there is practically no research that proves homework to be beneficial, I did not see a persuading quantity of tough data to support eliminating all homework.
Yes, the amount of research ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it needs to be fairly simple to offer mathematics homework one night, spelling or checking out one night, and so on to avoid overloading 5 to 8-year-olds. If teachers are imaginative with projects and in interacting the purpose of the project, trainees must not become bored or frustrated. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 math issues to students who I understand would fight with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my task as the instructor to customize the assignments.
Our book points out it can take 24 repetitions of an ability for a trainee to reach 80% competency. Kohn points out how students might end up being much better at keeping in mind, but not thinking. I see this as two various things; we need trainees to keep in mind certain truths and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in homework some nights! My own kids have actually brought home assignments I thought too prolonged or unsuitable for one night. We do the very best we can, and if we have issues or problems, I reach out to the instructor. Understanding some students have little or no assistance in the house need to be acknowledged by educators. Again, great instructors make it a point to know what some home situations may be like and to customize appropriately. When possible, colleagues can collaborate, as described in 2 extra course articles, by developing a learning lab or including “Drop-In” times throughout the school day