A classroom teacher’s view on homework

Research can be a divisive subject in the education neighborhood, and we hope you can value this instructors perspective. We wish to hear your thoughts about homework. What is your philosophy? How do you interact with households about homework?

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When believing about homework, teachers find it advantageous to interact their policy with the families of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her research philosophy that includes the purposeful functions instructors and households play.

I do see research as having a function in the academic process and I do not concur with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has a negative impact. While Kohn asserts there is almost no research study that proves homework to be helpful, I did not see a persuading amount of hard information to support doing away with all research.
Yes, the quantity of research need to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be reasonably easy to offer math homework one night, spelling or reading one night, and so on to avoid overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

LE: What is your position on the issue of homework?
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 procedure and I do not concur with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is almost no research that shows research to be helpful, I did not see a persuading amount of difficult information to support eliminating all research.
Yes, the quantity of research need to be based upon the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be fairly basic to provide mathematics homework one night, spelling or checking out one night, and so on to prevent overwhelming 5 to 8-year-olds. Trainees should not end up being bored or disappointed if teachers are imaginative with tasks and in communicating the function of the task. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 math issues to trainees who I know would deal with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to modify the assignments.
Our textbook points out it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. Kohn points out how students may become better at remembering, however not thinking. I see this as two various things; we need trainees to keep in mind specific facts and then move on to utilizing those skills as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in homework some nights! We do the finest we can, and if we have issues or issues, I reach out to the teacher. Again, excellent instructors make it a point to understand what some home circumstances may be like and to modify accordingly.

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