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

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 believe homework is useless, or worse, has a negative effect. While Kohn asserts there is practically no research that proves homework to be helpful, I did not see a persuading amount of tough data to support doing away with all research.
Yes, the amount of research should be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be relatively basic to provide mathematics research one night, spelling or reading one night, etc to prevent overloading 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

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When considering research, teachers find it advantageous to communicate their policy with the families of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her research philosophy which includes the purposeful functions teachers and households play.

LE: What is your position on the concern of homework?
When I address this question, I respond to 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 article), who appears to believe research is worthless, or even worse, has a negative impact. While Kohn asserts there is nearly no research that shows homework to be beneficial, I did not see a convincing quantity of difficult information to support eliminating all homework.
Yes, the quantity of homework ought to be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably basic to give mathematics homework one night, reading or spelling one night, etc to prevent overloading 5 to 8-year-olds. If instructors are imaginative with tasks and in interacting the function of the project, students ought to not become frustrated or bored. Those are my goals as a fourth-grade instructor. I see homework to extend knowing. Would I designate 30 mathematics problems to students who I know would deal with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to customize the tasks.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how students might become much better at keeping in mind, but not thinking. I see this as two different things; we require students to remember specific facts and then move on to using those abilities as thinkers and problem solvers.
As a moms and dad, it can be hard 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 very best we can, and if we have problems or issues, I connect to the teacher. Understanding some trainees have little or no support in your home must be acknowledged by teachers. Once again, excellent instructors make it a point to understand what some home scenarios may be like and to modify accordingly. When possible, colleagues can work together, as explained in 2 extra course short articles, by establishing a discovering lab or integrating “Drop-In” times during the school day
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