When thinking of homework, instructors find it helpful to communicate their policy with the families of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her research approach that includes the purposeful functions instructors and households play.

I do see research as having a function in the educational procedure and I do not agree with Alfie Kohn (see article), who appears to believe research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that proves research to be advantageous, I did not see a convincing quantity of hard data to support doing away with all research.
Yes, the quantity of homework should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be fairly simple to give math research one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors point of view.

Homework can be a divisive topic in the education neighborhood, and we hope you can value this instructors point of view. We want to hear your ideas about homework. What is your viewpoint? How do you communicate with families about research?

LE: What is your position on the issue of research?
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 instructional procedure and I do not agree with Alfie Kohn (see article), who appears to believe research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research that proves homework to be useful, I did not see a convincing quantity of hard data to support getting rid of all research.
Yes, the amount of research should be based upon the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be reasonably easy to give math homework one night, reading or spelling one night, etc to prevent overloading 5 to 8-year-olds. If instructors are innovative with projects and in communicating the purpose of the task, students should not become bored or frustrated. Those are my goals as a fourth-grade instructor. I see homework to extend learning. Would I designate 30 mathematics issues to students who I understand would battle with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my task as the instructor to customize the assignments.
Our book explains it can take 24 repeatings of a skill for a student to reach 80% proficiency. I think practicing abilities is rewarding. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you should practice to enhance. There are fundamental math abilities children need to practice to build a solid structure prior to carrying on to higher-level math abilities. Kohn points out how students may progress at remembering, but not thinking. I see this as 2 various things; we require trainees to keep in mind specific truths and then proceed to utilizing those skills as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! We do the best we can, and if we have problems or concerns, I reach out to the teacher. Once again, great instructors make it a point to know what some house scenarios might be like and to modify appropriately.

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