I do see research as having a function in the academic procedure and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows research to be beneficial, I did not see a convincing amount of tough data to support doing away with all homework.
Yes, the amount of homework must be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it needs to be fairly basic to give mathematics research one night, spelling or reading one night, etc to avoid straining 5 to 8-year-olds. Research can be a dissentious subject in the education neighborhood, and we hope you can appreciate this instructors point of view.

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

LE: What is your position on the concern of homework?
When I answer this concern, I address as a teacher and as the moms and dad of school age children. I do see research as having a function in the instructional process and I do not agree with Alfie Kohn (see post), who appears to believe research is worthless, or worse, has a negative effect. While Kohn asserts there is practically no research that shows research to be advantageous, I did not see a convincing amount of difficult data to support doing away with all homework.
Yes, the amount of homework must be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably simple to provide mathematics research one night, checking out or spelling one night, and so on to avoid overloading 5 to 8-year-olds. If instructors are creative with projects and in communicating the purpose of the task, trainees should not end up being bored or frustrated. Those are my objectives as a fourth-grade teacher. I see research to extend learning. Would I designate 30 mathematics problems to students who I know would deal with them, or to trainees who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to customize the tasks.
Our book points out it can take 24 repetitions of a skill for a trainee to reach 80% competency. Kohn points out how students may end up being much better at keeping in mind, but not believing. I see this as 2 various things; we require students to remember particular realities and then move on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in research some nights! We do the best we can, and if we have problems or issues, I reach out to the instructor. Once again, good teachers make it a point to understand what some house situations may be like and to customize accordingly.

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