Homework can be a divisive subject in the education community, and we hope you can value this teachers point of view. How do you communicate with families about research?

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

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I do see homework as having a role in the educational process and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or worse, has a negative impact. While Kohn asserts there is practically no research that proves research to be beneficial, I did not see a persuading quantity of tough information to support doing away with all homework.
Yes, the amount of research must be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be fairly easy to give math research one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Homework can be a divisive topic in the education community, and we hope you can appreciate this teachers point of view.

LE: What is your position on the issue of homework?
I respond to as a teacher and as the moms and dad of school age kids when I answer this question. I do see research as having a role in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to believe research is useless, or worse, has a negative effect. While Kohn asserts there is almost no research study that proves research to be useful, I did not see a convincing amount of hard information to support getting rid of all research.
Yes, the quantity of research need to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be fairly basic to give math research one night, spelling or checking out one night, and so on to avoid overloading 5 to 8-year-olds. Students must not become frustrated or bored if instructors are creative with assignments and in communicating the function of the project. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 mathematics problems to trainees who I know would fight with them, or to students 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 explains it can take 24 repetitions of a skill for a student to reach 80% competency. I think practicing abilities is worthwhile. Kohns contrast with tennis does not make sense to me. There are abilities in tennis you need to practice to improve. There are standard math skills kids need to practice to build a strong foundation before carrying on to higher-level math abilities. Kohn mentions how trainees might become much better at keeping in mind, but not believing. I see this as 2 different things; we require students to keep in mind particular truths and then carry on to utilizing those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! My own children have actually brought house projects I thought too prolonged or inappropriate for one night. We do the very best we can, and if we have issues or issues, I connect to the instructor. Knowing some trainees have little or no support in the house should be recognized by teachers. Once again, excellent teachers make it a point to understand what some house situations might be like and to customize appropriately. When possible, coworkers can work together, as described in two additional course short articles, by developing a finding out lab or including “Drop-In” times during the school day
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