LE: What is your position on the issue of research?
When I address this question, I answer as an educator and as the parent of school age children. I do see research as having a function in the instructional procedure and I do not concur with Alfie Kohn (see article), who appears to believe research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is nearly no research that proves research to be advantageous, I did not see a convincing amount of hard data to support getting rid of all homework.
Yes, the quantity of homework need to be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be fairly simple to provide mathematics research one night, spelling or checking out one night, and so on to avoid straining 5 to 8-year-olds. If instructors are imaginative with projects and in interacting the purpose of the project, trainees should not end up being bored or disappointed. Those are my objectives as a fourth-grade instructor. I see research to extend learning. Would I designate 30 math issues to students who I understand would struggle with them, or to students who have shown their understanding of the skill? No, in those cases, it is my job as the instructor to customize the tasks.
Our book points out it can take 24 repeatings of an ability for a trainee to reach 80% proficiency. I believe practicing abilities is beneficial. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you must practice to enhance. There are standard math abilities kids should practice to construct a strong structure prior to carrying on to higher-level mathematics abilities. Kohn mentions how trainees might become better at remembering, but not thinking. I see this as 2 different things; we require trainees to bear in mind specific truths and after that move on to utilizing those abilities as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! My own kids have brought home projects I thought improper or too prolonged for one night. We do the best we can, and if we have issues or concerns, I reach out to the teacher. Understanding some students have little or no support at house need to be recognized by teachers. Again, great teachers make it a point to know what some house circumstances might be like and to modify appropriately. When possible, coworkers can interact, as explained in 2 additional course short articles, by developing a finding out lab or integrating “Drop-In” times throughout the school day
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I do see homework as having a role in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has a negative effect. While Kohn asserts there is almost no research that shows homework to be beneficial, I did not see a convincing quantity of tough data to support doing away with all research.
Yes, the quantity of research need to be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be relatively easy to provide math research one night, spelling or reading one night, and so on to prevent 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.

Homework can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view. How do you communicate with households about research?

When believing about homework, teachers discover it helpful to interact their policy with the households of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her research viewpoint which consists of the purposeful functions instructors and families play.

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