I do see homework as having a function in the educational process and I do not agree with Alfie Kohn (see article), who appears to think homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research study that shows homework to be beneficial, I did not see a persuading amount of hard data to support doing away with all research.
Yes, the amount of homework must be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be reasonably easy to offer mathematics research one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a divisive topic in the education community, and we hope you can appreciate this instructors point of view.

When thinking of homework, teachers discover it beneficial to communicate their policy with the families of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her research approach which consists of the purposeful roles teachers and families play.

Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this instructors point of view. We want to hear your ideas about homework. What is your philosophy? How do you interact with families about homework?

LE: What is your position on the problem of homework?
I answer as a teacher and as the moms and dad of school age kids when I answer this concern. I do see homework as having a role in the academic procedure and I do not agree with Alfie Kohn (see post), who appears to think homework is worthless, or worse, has a negative impact. While Kohn asserts there is almost no research study that shows homework to be useful, I did not see a convincing quantity of hard data to support getting rid of all research.
Yes, the amount of research ought to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly simple to give math research one night, reading or spelling one night, and so on to prevent straining 5 to 8-year-olds. If teachers are innovative with tasks and in interacting the function of the assignment, students must not become annoyed or bored. Those are my goals as a fourth-grade instructor. I see homework to extend knowing. Would I designate 30 mathematics issues to students who I understand would fight with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my job as the teacher to modify the tasks.
Our book explains it can take 24 repetitions of an ability for a student to reach 80% competency. I believe practicing abilities is worthwhile. Kohns comparison with tennis does not make good sense to me. There are abilities in tennis you need to practice to enhance. There are fundamental mathematics skills kids must practice to develop a strong foundation before moving on to higher-level math skills. Kohn points out how trainees may progress at keeping in mind, but not believing. I see this as 2 various things; we need students to bear in mind particular realities and then move on to using those abilities as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in homework some nights! My own children have brought home projects I thought unsuitable or too lengthy for one night. We do the very best we can, and if we have concerns or problems, I connect to the teacher. Understanding some trainees have little or no support in the house must be acknowledged by teachers. Once again, great instructors make it a point to understand what some home circumstances might resemble and to modify accordingly. When possible, colleagues can work together, as explained in two extra course short articles, by developing a learning laboratory or including “Drop-In” times during the school day
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