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 believe research is useless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that shows research to be helpful, I did not see a persuading quantity of hard data to support doing away with all homework.
Yes, the quantity of research must be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be relatively easy to give mathematics research one night, spelling or reading one night, and so on to prevent straining 5 to 8-year-olds. Research can be a divisive subject in the education neighborhood, and we hope you can value this teachers point of view.

Homework can be a divisive subject in the education neighborhood, and we hope you can appreciate this instructors point of view. We want to hear your ideas about homework. What is your approach? How do you interact with families about homework?

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LE: What is your position on the issue of homework?
When I answer this concern, I answer as an educator and as the parent of school age kids. I do see homework as having a function in the academic procedure and I do not concur with Alfie Kohn (see short article), who appears to believe research is useless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves homework to be helpful, I did not see a persuading quantity of tough information to support getting rid of all homework.
Yes, the amount of homework must be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be relatively simple to offer math homework one night, spelling or checking out one night, etc to avoid overloading 5 to 8-year-olds. Trainees should not end up being frustrated or bored if instructors are innovative with assignments and in interacting the purpose of the task. Those are my objectives as a fourth-grade teacher. I see research to extend knowing. Would I assign 30 math 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 customize the tasks.
Our textbook points out it can take 24 repetitions of a skill for a student to reach 80% competency. Kohn points out how trainees might end up being better at remembering, but not believing. I see this as 2 different things; we need students to keep in mind particular realities and then move on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be tough to squeeze in homework some nights! My own kids have actually brought home assignments I believed too lengthy or improper for one night. We do the best we can, and if we have issues or problems, I reach out to the teacher. Understanding some trainees have little or no assistance in the house must be recognized by teachers. Again, good instructors make it a point to understand what some home circumstances might resemble and to modify appropriately. When possible, associates can work together, as described in 2 additional course short articles, by establishing a finding out lab or integrating “Drop-In” times during the school day
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When thinking of research, instructors find it advantageous to communicate their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her research approach that includes the purposeful functions instructors and households play.