I do see homework as having a function in the educational process and I do not agree with Alfie Kohn (see article), who appears to think homework is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that shows research to be useful, I did not see a convincing amount of difficult data to support doing away with all homework.
Yes, the quantity of research must be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be reasonably easy to provide math research one night, checking out or spelling one night, and so on to prevent straining 5 to 8-year-olds. Homework can be a dissentious topic in the education community, and we hope you can appreciate this instructors point of view.

Research can be a dissentious subject in the education community, and we hope you can appreciate this teachers point of view. We want to hear your thoughts about research. What is your approach? How do you communicate with households about research?

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When considering research, instructors discover it advantageous to communicate their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, assessed her research philosophy that includes the purposeful roles instructors and families play.

LE: What is your position on the problem of research?
When I address this concern, I address as an educator and as the parent of school age kids. I do see research as having a role in the educational procedure and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has a negative impact. While Kohn asserts there is nearly no research study that proves homework to be useful, I did not see a persuading quantity of hard data to support getting rid of all homework.
Yes, the amount of research must be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be reasonably basic to offer mathematics homework one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Trainees need to not become annoyed or bored if teachers are innovative with projects and in interacting the function of the project. Those are my goals as a fourth-grade teacher. I see homework to extend knowing. Would I appoint 30 mathematics issues to trainees who I understand would fight with them, or to students who have shown their understanding of the skill? No, in those cases, it is my task as the instructor to customize the assignments.
Our book explains it can take 24 repeatings of a skill for a student to reach 80% proficiency. I believe practicing skills is worthwhile. Kohns contrast with tennis does not make sense to me. There are skills in tennis you should practice to improve. There are basic math abilities children must practice to develop a strong structure prior to proceeding to higher-level math skills. Kohn points out how trainees might progress at remembering, however not believing. I see this as two different things; we need trainees to keep in mind certain truths and after that move on to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! We do the finest we can, and if we have problems or concerns, I reach out to the teacher. Once again, good instructors make it a point to know what some house scenarios might be like and to modify appropriately.