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I do see homework as having a function in the academic procedure and I do not agree with Alfie Kohn (see short article), who appears to believe research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves research to be helpful, I did not see a persuading amount of difficult information to support doing away with all research.
Yes, the quantity of research ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it ought to be relatively easy to provide mathematics research one night, spelling or reading one night, etc to avoid straining 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view.

LE: What is your position on the problem of homework?
I answer as an educator and as the parent of school age children when I answer this question. I do see research as having a role in the instructional procedure and I do not concur with Alfie Kohn (see short article), who appears to believe research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that proves research to be helpful, I did not see a persuading quantity of tough information to support eliminating all research.
Yes, the amount of homework must be based upon the students age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively basic to provide math homework one night, checking out or spelling one night, and so on to avoid straining 5 to 8-year-olds. Trainees ought to not become disappointed or bored if teachers are imaginative with tasks and in communicating the function of the project. Those are my goals as a fourth-grade instructor. I see homework to extend knowing. Would I designate 30 mathematics problems to trainees who I understand would fight with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my job as the instructor to modify the projects.
Our textbook points out it can take 24 repeatings of a skill for a student to reach 80% competency. Kohn points out how trainees may end up being much better at remembering, but not thinking. I see this as 2 different things; we need students to remember certain truths and then move on to using those skills as thinkers and issue solvers.
As a parent, it can be tough to squeeze in research some nights! My own children have brought home tasks I thought too prolonged or unsuitable for one night. We do the best we can, and if we have concerns or problems, I reach out to the teacher. Understanding some trainees have little or no support at home must be acknowledged by educators. Once again, great teachers make it a point to understand what some house situations might resemble and to customize appropriately. When possible, colleagues can work together, as described in 2 extra course posts, by developing a learning lab or incorporating “Drop-In” times throughout the school day
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Homework can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers perspective. We want to hear your thoughts about research. What is your viewpoint? How do you communicate with households about research?

When considering homework, instructors discover it useful to interact their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her homework approach which includes the purposeful functions instructors and households play.