A classroom teacher’s view on homework

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I do see research as having a function in the educational process and I do not concur with Alfie Kohn (see article), who appears to think homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that proves homework to be advantageous, I did not see a persuading quantity of hard information to support doing away with all homework.
Yes, the quantity of research need to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably basic to provide math homework one night, checking out or spelling one night, etc to avoid overloading 5 to 8-year-olds. Research can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors point of view. How do you communicate with households about research?

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

LE: What is your position on the problem of homework?
When I address this question, I answer as a teacher and as the moms and dad of school age children. I do see research as having a role in the academic procedure and I do not concur with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that shows research to be beneficial, I did not see a convincing amount of difficult information to support doing away with all research.
Yes, the amount of homework need to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively easy to provide math homework one night, spelling or checking out one night, and so on to avoid overloading 5 to 8-year-olds. If instructors are imaginative with tasks and in interacting the purpose of the task, students must not become bored or annoyed. Those are my goals as a fourth-grade teacher. I see homework to extend knowing. Would I assign 30 mathematics problems to trainees who I know would deal with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my job as the teacher to customize the projects.
Our book mentions it can take 24 repeatings of an ability for a student to reach 80% proficiency. I think practicing abilities is rewarding. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you should practice to improve. There are fundamental mathematics abilities children must practice to construct a strong structure before carrying on to higher-level math abilities. Kohn mentions how trainees may end up being better at remembering, however not believing. I see this as 2 different things; we need students to keep in mind certain realities and after that move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be hard to squeeze in homework some nights! We do the best we can, and if we have concerns or issues, I reach out to the teacher. Once again, great instructors make it a point to understand what some home scenarios might be like and to modify appropriately.

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