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I do see research as having a role in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to believe homework is worthless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that shows homework to be helpful, I did not see a convincing quantity of difficult data to support doing away with all research.
Yes, the amount of homework ought to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it ought to be relatively easy to provide math homework one night, spelling or reading one night, and so on to avoid straining 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can value this teachers point of view.

When considering research, instructors discover it beneficial to communicate their policy with the households of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her homework philosophy which consists of the purposeful roles instructors and families play.

Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this teachers viewpoint. We would like to hear your ideas about homework. What is your viewpoint? How do you interact with households about research?

LE: What is your position on the problem of research?
I respond to as an educator and as the parent of school age children when I answer this concern. I do see research as having a function in the academic process and I do not concur with Alfie Kohn (see article), who appears to believe research is worthless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research study that proves homework to be beneficial, I did not see a convincing quantity of hard data to support eliminating all research.
Yes, the quantity of homework 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 reasonably simple to provide mathematics research one night, spelling or checking out one night, etc to avoid overloading 5 to 8-year-olds. I see research to extend knowing.
Our textbook mentions it can take 24 repetitions of an ability for a student to reach 80% proficiency. I think practicing abilities is beneficial. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you need to practice to enhance. There are basic mathematics abilities kids must practice to build a solid foundation before carrying on to higher-level math abilities. Kohn mentions how trainees may become much better at remembering, but not believing. I see this as 2 various things; we require trainees to remember particular facts and after that move on to using those abilities as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in research some nights! We do the best we can, and if we have issues or problems, I reach out to the teacher. Again, good instructors make it a point to understand what some home scenarios might be like and to modify accordingly.