LE: What is your position on the concern of homework?
When I answer this question, I address as an educator and as the parent of school age kids. I do see homework as having a role in the educational process and I do not concur with Alfie Kohn (see short article), who appears to think research is useless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves research to be beneficial, I did not see a persuading amount of tough data to support doing away with all homework.
Yes, the quantity of research must be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it ought to be fairly simple to provide math research one night, spelling or checking out one night, etc to avoid overwhelming 5 to 8-year-olds. If instructors are innovative with projects and in interacting the function of the assignment, trainees ought to not become annoyed or bored. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I assign 30 mathematics problems to students who I understand would fight with them, or to students who have shown their understanding of the skill? No, in those cases, it is my task as the teacher to modify the assignments.
Our book mentions it can take 24 repetitions of a skill for a student to reach 80% competency. I believe practicing skills is worthwhile. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you must practice to enhance. There are standard mathematics abilities children must practice to construct a strong foundation before proceeding to higher-level mathematics skills. Kohn explains how students may become much better at keeping in mind, however not thinking. I see this as 2 different things; we require students to remember specific facts and after that proceed to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! We do the best we can, and if we have concerns or issues, I reach out to the instructor. Once again, excellent instructors make it a point to know what some house circumstances might be like and to modify accordingly.

When considering research, teachers discover it advantageous to communicate their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her research approach which consists of the purposeful roles teachers and families play.

I do see homework as having a function in the educational process and I do not concur with Alfie Kohn (see short article), who appears to think research is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research study that proves research to be useful, I did not see a convincing amount of hard information to support doing away with all research.
Yes, the amount of homework should be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably easy to give mathematics research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Homework can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

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Research can be a dissentious topic in the education community, and we hope you can appreciate this instructors perspective. We would like to hear your ideas about homework. What is your philosophy? How do you communicate with families about research?