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

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I do see research as having a role in the academic process and I do not agree with Alfie Kohn (see article), who appears to think homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that proves homework to be advantageous, I did not see a persuading amount of hard information to support doing away with all research.
Yes, the amount of homework must be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to provide math homework one night, spelling or reading one night, etc to avoid overwhelming 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can value this instructors point of view.

When believing about research, instructors find it beneficial to interact their policy with the families of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, showed on her homework philosophy which consists of the purposeful functions teachers and households play.

LE: What is your position on the problem of research?
When I answer this question, I answer as a teacher and as the moms and dad of school age children. I do see research as having a role in the instructional process and I do not agree with Alfie Kohn (see post), who appears to think homework is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research that proves homework to be beneficial, I did not see a convincing quantity of hard information to support eliminating all homework.
Yes, the amount of research must 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 simple to give math homework one night, spelling or reading one night, and so on to prevent straining 5 to 8-year-olds. Students need to not become annoyed or bored if teachers are innovative with projects and in interacting the purpose of the assignment. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I appoint 30 mathematics problems to trainees who I understand would have a hard time with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my task as the teacher to customize the tasks.
Our textbook mentions it can take 24 repeatings of an ability for a student to reach 80% competency. I believe practicing abilities is worthwhile. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you need to practice to improve. There are basic math skills kids must practice to build a solid structure before proceeding to higher-level mathematics skills. Kohn explains how trainees may end up being better at keeping in mind, but not thinking. I see this as two various things; we require students to keep in mind certain truths and after that proceed to using those abilities as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in research some nights! My own children have brought house projects I thought too lengthy or inappropriate for one night. We do the best we can, and if we have issues or concerns, I reach out to the teacher. Knowing some trainees have little or no support at house need to be acknowledged by teachers. Again, great instructors make it a point to know what some home scenarios may be like and to customize accordingly. When possible, associates can collaborate, as described in 2 extra course posts, by developing a discovering lab or incorporating “Drop-In” times throughout the school day
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