Research can be a dissentious subject in the education community, and we hope you can value this instructors viewpoint. We would like to hear your thoughts about research. What is your viewpoint? How do you interact with families about research?

LE: What is your position on the issue of homework?
When I answer this question, I respond to as an educator and as the moms and dad of school age children. I do see homework as having a role in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to believe homework is useless, or worse, has a negative effect. While Kohn asserts there is almost no research that proves research to be helpful, I did not see a persuading quantity of difficult data to support doing away with all research.
Yes, the quantity of research should be based upon the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it ought to be fairly easy to give math research one night, reading or spelling one night, etc to avoid overloading 5 to 8-year-olds. If teachers are creative with assignments and in communicating the function of the assignment, trainees must not end up being bored or annoyed. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I designate 30 mathematics problems to students who I know would struggle with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to modify the assignments.
Our book explains it can take 24 repeatings of a skill for a student to reach 80% competency. I believe practicing skills is worthwhile. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you need to practice to enhance. There are standard mathematics abilities children must practice to construct a solid foundation before moving on to higher-level math abilities. Kohn mentions how trainees might progress at keeping in mind, however not thinking. I see this as 2 various things; we require students to bear in mind certain truths and then carry on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be hard 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. Once again, excellent instructors make it a point to know what some house scenarios may be like and to customize accordingly.

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I do see homework as having a role in the academic procedure and I do not concur with Alfie Kohn (see article), who appears to believe research is useless, or even worse, has a negative impact. While Kohn asserts there is almost no research study that shows homework to be beneficial, I did not see a persuading quantity of hard data to support doing away with all research.
Yes, the quantity of homework need to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively simple to offer mathematics research one night, reading or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view.

When believing about research, instructors find it useful to interact their policy with the households of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her research philosophy which includes the purposeful roles teachers and families play.