Research can be a dissentious topic in the education neighborhood, and we hope you can value this teachers perspective. We would like to hear your thoughts about research. What is your approach? How do you communicate with households about homework?

LE: What is your position on the issue of homework?
I answer as a teacher and as the moms and dad of school age children when I answer this question. I do see homework as having a function in the educational process and I do not concur with Alfie Kohn (see post), who appears to believe research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research study that shows homework to be helpful, I did not see a persuading quantity of hard information to support getting rid of all research.
Yes, the quantity of research ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be reasonably simple to offer mathematics homework one night, spelling or reading one night, etc to avoid overloading 5 to 8-year-olds. I see research to extend knowing.
Our book mentions it can take 24 repeatings of an ability for a trainee to reach 80% proficiency. I think practicing abilities is rewarding. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you should practice to enhance. There are basic math skills children should practice to construct a strong foundation prior to proceeding to higher-level math skills. Kohn mentions how trainees might end up being better at keeping in mind, but not believing. I see this as 2 different things; we need students to bear in mind specific facts and after that proceed to using those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in homework some nights! My own kids have actually brought house tasks I thought improper or too prolonged for one night. We do the very best we can, and if we have issues or issues, I reach out to the teacher. Understanding some students have little or no support in your home need to be recognized by teachers. Again, great teachers make it a point to know what some home circumstances may be like and to customize appropriately. When possible, coworkers can collaborate, as described in two additional course articles, by developing a learning laboratory or integrating “Drop-In” times throughout the school day
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I do see research as having a role in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to believe research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that shows homework to be beneficial, I did not see a persuading quantity of tough data to support doing away with all research.
Yes, the amount of homework must be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be relatively simple to provide mathematics research one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

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When thinking of homework, instructors find it helpful to communicate their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her research approach which includes the purposeful functions teachers and households play.