Homework can be a dissentious subject in the education neighborhood, and we hope you can value this instructors point of view. We want to hear your thoughts about research. What is your philosophy? How do you communicate with households about research?

.

I do see research as having a function in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has a negative effect. While Kohn asserts there is almost no research study that shows research to be useful, I did not see a convincing amount of hard data to support doing away with all research.
Yes, the amount of homework should be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to give mathematics homework one night, spelling or checking out one night, and so on to prevent straining 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.

When thinking of research, teachers find it advantageous to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her research philosophy that includes the purposeful functions instructors and families play.

LE: What is your position on the concern of research?
I answer as an educator and as the moms and dad of school age kids when I address this concern. I do see research as having a role in the academic process 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 practically no research that shows research to be useful, I did not see a convincing amount of tough information to support doing away with all research.
Yes, the quantity of homework should be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be relatively easy to give mathematics research one night, spelling or reading one night, and so on to avoid overwhelming 5 to 8-year-olds. Students ought to not end up being frustrated or bored if teachers are imaginative with assignments and in interacting the function of the task. Those are my objectives as a fourth-grade instructor. I see research to extend learning. Would I assign 30 mathematics problems to trainees who I know would deal 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 textbook points out it can take 24 repeatings of a skill for a student to reach 80% proficiency. Kohn points out how trainees may end up being much better at remembering, but not believing. I see this as 2 different things; we need trainees to remember certain realities and then move on to utilizing those skills as thinkers and problem solvers.
As a parent, it can be hard to squeeze in research some nights! We do the finest we can, and if we have concerns or issues, I reach out to the instructor. Again, excellent teachers make it a point to know what some house scenarios might be like and to modify accordingly.