When believing about research, teachers discover it advantageous to communicate their policy with the families of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her research philosophy that includes the purposeful functions instructors and families play.

I do see research as having a role in the educational process and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has a negative impact. While Kohn asserts there is practically no research study that proves homework to be helpful, I did not see a persuading quantity of hard information to support doing away with all homework.
Yes, the amount of homework ought to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be fairly easy to provide mathematics research one night, reading or spelling one night, and so on to avoid straining 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view.

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

LE: What is your position on the concern of homework?
I answer as a teacher and as the moms and dad of school age children when I answer this question. I do see homework as having a role in the educational procedure and I do not concur with Alfie Kohn (see short article), who appears to believe homework is worthless, or even worse, has a negative impact. While Kohn asserts there is practically no research study that proves homework to be beneficial, I did not see a persuading quantity of difficult information to support doing away with all homework.
Yes, the amount of homework need to be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be reasonably basic to offer math research one night, spelling or reading one night, etc to avoid overwhelming 5 to 8-year-olds. If instructors are imaginative with tasks and in communicating the function of the assignment, students must not end up being frustrated or bored. Those are my goals as a fourth-grade teacher. I see research to extend knowing. Would I assign 30 mathematics problems to trainees who I know would fight with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my task as the instructor to modify the tasks.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how students may become much better at keeping in mind, but not thinking. I see this as two different things; we need students to keep in mind particular realities and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be tough to squeeze in research some nights! My own children have brought house assignments I thought too prolonged or improper for one night. We do the very best we can, and if we have issues or concerns, I reach out to the instructor. Knowing some trainees have little or no support at house need to be acknowledged by educators. Again, great instructors make it an indicate understand what some home scenarios might be like and to customize accordingly. When possible, colleagues can work together, as described in two extra course short articles, by developing a learning laboratory or incorporating “Drop-In” times during the school day
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