Research can be a divisive topic in the education community, and we hope you can appreciate this instructors point of view. We wish to hear your ideas about research. What is your approach? How do you communicate with households about homework?

When considering research, teachers discover it beneficial to communicate their policy with the families of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, showed on her homework viewpoint which consists of the purposeful roles instructors and households play.

I do see research as having a role in the educational process and I do not agree with Alfie Kohn (see short article), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that shows homework to be advantageous, I did not see a convincing quantity of tough data to support doing away with all research.
Yes, the quantity of research ought to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be fairly basic to give math research one night, checking out or spelling one night, etc to prevent straining 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can value this teachers point of view.

.

LE: What is your position on the issue of homework?
When I answer this concern, I answer as a teacher and as the moms and dad of school age children. I do see research as having a function in the academic process and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or worse, has a negative effect. While Kohn asserts there is nearly no research study that proves homework to be advantageous, I did not see a convincing amount of tough information to support doing away with all research.
Yes, the quantity 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 simple to give math homework one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. If teachers are creative with tasks and in interacting the purpose of the project, students need to not become frustrated or bored. Those are my objectives as a fourth-grade teacher. I see research to extend knowing. Would I assign 30 math problems to trainees who I understand would fight with them, or to students who have shown their understanding of the ability? No, in those cases, it is my job as the instructor to modify the tasks.
Our textbook mentions it can take 24 repeatings of a skill for a trainee to reach 80% competency. I think 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 standard math abilities kids need to practice to construct a solid structure before proceeding to higher-level math abilities. Kohn explains how students might become much better at keeping in mind, but not thinking. I see this as 2 various things; we require trainees to bear in mind particular truths and then move on to using those abilities as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in research some nights! My own kids have actually brought house assignments I thought too lengthy or inappropriate for one night. We do the finest we can, and if we have problems or concerns, I connect to the teacher. Knowing some students have little or no support at home must be recognized by teachers. Again, great instructors make it a point to know what some home scenarios may resemble and to customize accordingly. When possible, colleagues can work together, as explained in 2 additional course posts, by developing a learning lab or integrating “Drop-In” times during the school day
.