I do see research as having a role in the educational procedure and I do not concur with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research study that proves research to be beneficial, I did not see a persuading quantity of hard information to support doing away with all research.
Yes, the quantity of research should be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly basic to provide mathematics research one night, reading or spelling one night, and so on to avoid overloading 5 to 8-year-olds. Homework can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view.

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When thinking about homework, instructors find it helpful to interact their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, assessed her research approach that includes the purposeful functions instructors and families play.

LE: What is your position on the concern of homework?
When I answer this question, I respond to as an educator and as the moms and dad of school age kids. I do see homework as having a role in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to think research is worthless, or even worse, has a negative impact. While Kohn asserts there is practically no research that shows homework to be advantageous, I did not see a convincing amount of tough data to support getting rid of all research.
Yes, the amount of research must be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be relatively easy to offer math homework one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. Students ought to not end up being annoyed or bored if teachers are creative with assignments and in interacting the purpose of the assignment. Those are my goals as a fourth-grade teacher. I see research to extend knowing. Would I appoint 30 mathematics problems to students who I understand would have problem 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 modify the assignments.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. I think practicing skills is worthwhile. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you must practice to improve. There are standard mathematics skills children need to practice to develop a strong structure prior to proceeding to higher-level mathematics abilities. Kohn mentions how trainees may become better at keeping in mind, but not thinking. I see this as two different things; we require students to bear in mind specific realities and then move on to using 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 best we can, and if we have problems or concerns, I reach out to the teacher. Once again, good teachers make it a point to know what some home situations may be like and to customize appropriately.

Homework can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view. How do you interact with families about homework?