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LE: What is your position on the issue of research?
I answer as an educator and as the moms and dad of school age kids when I answer this concern. I do see homework as having a function in the instructional process and I do not concur with Alfie Kohn (see post), who appears to believe research is worthless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research that proves research to be helpful, I did not see a convincing amount of difficult information to support doing away with all research.
Yes, the quantity of homework should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it ought to be reasonably easy to give math research one night, spelling or checking out one night, etc to avoid straining 5 to 8-year-olds. Students ought to not end up being frustrated or bored if instructors are creative with assignments and in communicating the function of the task. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I assign 30 math issues to students who I understand would deal with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my job as the teacher to customize the tasks.
Our textbook points out it can take 24 repetitions of an ability for a trainee to reach 80% competency. Kohn points out how trainees might become better at remembering, but not thinking. I see this as 2 different things; we need students to keep in mind specific truths and then move on to utilizing those skills as thinkers and issue 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 house circumstances might be like and to customize accordingly.

I do see research as having a function in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to think research is useless, or even worse, has a negative effect. While Kohn asserts there is almost no research that proves homework to be beneficial, I did not see a persuading 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 a lot of Kindergarten-3rd grade teachers are self-contained, it ought to be relatively simple to provide math research one night, spelling or reading one night, and so on to prevent overwhelming 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.

When considering research, instructors discover it helpful to communicate their policy with the families of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, showed on her research approach that includes the purposeful roles instructors and families play.

Research can be a divisive subject in the education neighborhood, and we hope you can value this instructors point of view. How do you interact with households about homework?