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

LE: What is your position on the concern of homework?
I respond to 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 procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or even worse, has a negative effect. While Kohn asserts there is almost no research that shows research to be useful, I did not see a convincing amount of hard data to support getting rid of all homework.
Yes, the quantity of homework need to be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it needs to be relatively easy to offer mathematics research one night, reading or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. If instructors are imaginative with tasks and in communicating the purpose of the project, trainees must not end up being bored or annoyed. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 math problems to students who I understand would fight 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 book mentions it can take 24 repeatings of a skill for a trainee to reach 80% competency. I think practicing skills is rewarding. Kohns contrast with tennis does not make sense to me. There are abilities in tennis you must practice to enhance. There are standard mathematics abilities kids must practice to build a strong structure before carrying on to higher-level math skills. Kohn mentions how trainees may progress at keeping in mind, but not thinking. I see this as 2 various things; we need trainees to bear in mind specific facts and after that carry on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be tough to squeeze in research some nights! My own children have brought home assignments I thought too prolonged or inappropriate for one night. We do the very best we can, and if we have problems or issues, I reach out to the teacher. Knowing some students have little or no support in your home should be recognized by educators. Once again, great instructors make it an indicate understand what some home scenarios may be like and to customize accordingly. When possible, colleagues can collaborate, as described in two additional course articles, by establishing a learning lab or including “Drop-In” times during the school day
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I do see homework as having a role in the instructional process and I do not agree with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research that shows research to be beneficial, I did not see a convincing amount of tough data to support doing away with all research.
Yes, the amount of homework should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be fairly simple to give mathematics research one night, reading or spelling one night, and so on to avoid straining 5 to 8-year-olds. Research can be a dissentious topic in the education community, and we hope you can value this instructors point of view.

When considering homework, teachers find it useful to interact their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her research approach that includes the purposeful roles instructors and families play.