LE: What is your position on the issue of research?
I address as a teacher and as the moms and dad of school age kids when I address this concern. I do see research as having a role in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to think homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research study that shows homework to be advantageous, I did not see a convincing quantity of tough data to support eliminating all research.
Yes, the quantity of research need to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably simple to provide math research one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. If teachers are imaginative with projects and in interacting the function of the assignment, students must not become annoyed or bored. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I assign 30 math problems to students who I know would have problem with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my job as the teacher to modify the tasks.
Our textbook mentions it can take 24 repetitions of an ability for a trainee to reach 80% proficiency. I think practicing abilities is worthwhile. Kohns contrast with tennis does not make sense to me. There are skills in tennis you must practice to improve. There are basic mathematics skills children should practice to construct a solid structure before proceeding to higher-level mathematics abilities. Kohn explains how students might become better at remembering, however not thinking. I see this as 2 various things; we need students to keep in mind certain truths and then proceed to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! My own children have brought home projects I thought too lengthy or inappropriate for one night. We do the very best we can, and if we have concerns or problems, I connect to the instructor. Knowing some students have little or no support in the house need to be recognized by educators. Once again, great teachers make it an indicate understand what some home situations may be like and to modify accordingly. When possible, colleagues can collaborate, as described in two additional course articles, by establishing a discovering lab or integrating “Drop-In” times throughout the school day
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When believing about homework, instructors find it helpful to interact their policy with the families of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her research philosophy which includes the purposeful functions teachers and families play.

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I do see research as having a function in the educational procedure and I do not agree with Alfie Kohn (see short article), who appears to believe research is useless, or even worse, has a negative impact. While Kohn asserts there is almost no research that proves homework to be helpful, I did not see a persuading amount of difficult information to support doing away with all research.
Yes, the quantity of homework must be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to give mathematics homework one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can value this teachers point of view.

Research can be a divisive subject in the education community, and we hope you can value this teachers perspective. We want to hear your ideas about homework. What is your viewpoint? How do you interact with families about homework?