LE: What is your position on the issue of homework?
When I answer this question, I answer as a teacher and as the moms and dad of school age kids. I do see homework as having a function in the educational process and I do not concur with Alfie Kohn (see short article), who appears to think research is worthless, 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 tough data to support getting rid of all homework.
Yes, the quantity of homework must be based upon the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be relatively basic to provide math research one night, checking out or spelling one night, etc to avoid overwhelming 5 to 8-year-olds. If teachers are imaginative with tasks and in interacting the function of the project, students must not end up being bored or disappointed. Those are my objectives as a fourth-grade teacher. I see homework to extend learning. Would I appoint 30 mathematics problems to trainees who I know would have a hard time with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my task as the teacher to customize the tasks.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% competency. I think practicing skills is beneficial. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you need to practice to enhance. There are basic mathematics skills kids should practice to construct a strong structure before carrying on to higher-level math skills. Kohn mentions how trainees may become better at keeping in mind, however not believing. I see this as 2 different things; we require students to keep in mind certain realities and then proceed to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be hard to squeeze in research some nights! My own kids have brought home projects I thought unsuitable or too prolonged for one night. We do the very best we can, and if we have concerns or issues, I reach out to the teacher. Knowing some students have little or no support in the house must be acknowledged by educators. Once again, good teachers make it a point to understand what some house scenarios may be like and to customize appropriately. When possible, colleagues can collaborate, as explained in two extra course short articles, by developing a finding out laboratory or including “Drop-In” times during the school day
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I do see research as having a function in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is worthless, or worse, has a negative impact. While Kohn asserts there is practically no research study that shows research to be beneficial, I did not see a convincing quantity of difficult data to support doing away with all research.
Yes, the quantity of research must be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be fairly basic to offer mathematics research one night, spelling or checking out one night, and so on to avoid overloading 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can value this instructors point of view.

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

Homework can be a divisive topic in the education community, and we hope you can value this instructors perspective. We would like to hear your thoughts about research. What is your viewpoint? How do you communicate with families about homework?