When thinking of homework, teachers find it useful to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her research philosophy which includes the purposeful roles instructors and households play.

I do see research as having a function in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to think homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research that proves homework to be useful, I did not see a convincing amount of hard information to support doing away with all research.
Yes, the amount of homework need to be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be relatively basic to provide mathematics homework one night, reading or spelling one night, etc to prevent overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education community, and we hope you can value this teachers point of view.

Homework can be a divisive subject in the education community, and we hope you can value this instructors point of view. How do you interact with families about research?

LE: What is your position on the problem of research?
I answer as an educator and as the parent of school age kids when I answer this concern. I do see homework as having a function in the instructional process and I do not agree with Alfie Kohn (see short article), who appears to believe homework is useless, or worse, has a negative impact. While Kohn asserts there is practically no research that proves homework to be advantageous, I did not see a convincing quantity of difficult information to support eliminating all homework.
Yes, the amount of research must be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably simple to give math homework one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. If teachers are innovative with tasks and in communicating the function of the assignment, students should not end up being bored or annoyed. Those are my objectives as a fourth-grade teacher. I see research to extend learning. Would I designate 30 math issues to students who I understand would fight with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my task as the instructor to customize the tasks.
Our textbook points out it can take 24 repetitions of an ability for a trainee to reach 80% proficiency. I believe practicing skills is beneficial. Kohns comparison with tennis does not make good sense to me. There are abilities in tennis you should practice to improve. There are basic math abilities kids need to practice to build a strong foundation prior to proceeding to higher-level math abilities. Kohn points out how trainees may end up being much better at remembering, however not thinking. I see this as two various things; we need trainees to bear in mind certain facts and after that move on to using those abilities as thinkers and issue solvers.
As a parent, it can be tough to squeeze in research some nights! My own children have brought house assignments I believed improper or too lengthy for one night. We do the very best we can, and if we have concerns or issues, I connect to the teacher. Understanding some trainees have little or no assistance in the house need to be recognized by educators. Once again, excellent instructors make it an indicate understand what some home scenarios may resemble and to modify accordingly. When possible, colleagues can collaborate, as described in 2 supplemental course articles, by establishing a finding out lab or including “Drop-In” times throughout the school day
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