When thinking of homework, instructors discover it advantageous to communicate their policy with the households of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her research approach that includes the purposeful functions teachers and families play.

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LE: What is your position on the issue of research?
I respond to as an educator and as the parent of school age children when I address this question. I do see research as having a role in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to think homework is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research study that proves homework to be advantageous, I did not see a convincing quantity of hard data to support eliminating all homework.
Yes, the quantity of research ought to be based upon the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be reasonably basic to provide math homework one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. Students need to not end up being disappointed or bored if teachers are creative with projects and in communicating the function of the assignment. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 math issues to students who I understand would deal with them, or to students who have shown their understanding of the ability? No, in those cases, it is my job as the teacher to modify the assignments.
Our textbook mentions it can take 24 repeatings of a skill for a student to reach 80% competency. I think practicing abilities is rewarding. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you need to practice to improve. There are basic mathematics abilities kids should practice to develop a strong foundation before moving on to higher-level mathematics abilities. Kohn points out how trainees might become better at remembering, but not believing. I see this as two different things; we require trainees to keep in mind particular realities and then move on to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in homework some nights! My own kids have brought house assignments I thought too prolonged or unsuitable for one night. We do the finest we can, and if we have problems or concerns, I connect to the teacher. Understanding some trainees have little or no assistance in the house must be acknowledged by educators. Once again, excellent teachers make it a point to understand what some home situations may be like and to customize accordingly. When possible, coworkers can work together, as described in two supplemental course articles, by establishing a learning lab or integrating “Drop-In” times during the school day
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I do see homework as having a function in the educational process and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has a negative impact. While Kohn asserts there is nearly no research study that shows homework to be helpful, I did not see a convincing amount of difficult information to support doing away with all homework.
Yes, the quantity of research should be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it must be relatively simple to give mathematics research one night, spelling or reading one night, etc to avoid overloading 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view.

Homework can be a divisive topic in the education neighborhood, and we hope you can value this instructors viewpoint. We wish to hear your thoughts about homework. What is your viewpoint? How do you interact with families about homework?