A classroom teacher’s view on homework


I do see homework as having a role in the academic process and I do not agree with Alfie Kohn (see short article), who appears to believe homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that shows homework to be advantageous, I did not see a persuading quantity of hard data 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 instructors are self-contained, it should be reasonably basic to offer mathematics research one night, spelling or reading one night, and so on to prevent overwhelming 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

When thinking about homework, instructors discover it useful to communicate their policy with the households of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her homework approach that includes the purposeful roles instructors and families play.

Research can be a divisive topic in the education community, and we hope you can appreciate this teachers point of view. How do you interact with families about research?

LE: What is your position on the concern of research?
When I answer this question, I answer as an educator and as the parent of school age kids. I do see research as having a function in the educational process and I do not concur with Alfie Kohn (see post), who appears to think homework is useless, or even worse, has a negative impact. While Kohn asserts there is almost no research study that proves homework to be beneficial, I did not see a persuading quantity of difficult information to support doing away with all homework.
Yes, the amount of homework must be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly simple to offer math homework one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. I see research to extend knowing.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% competency. I think practicing skills is worthwhile. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you should practice to enhance. There are basic mathematics skills kids should practice to build a solid structure before moving on to higher-level math skills. Kohn mentions how students may progress at remembering, however not believing. I see this as two various things; we require students to keep in mind particular facts and after that move on to using those abilities as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in research some nights! My own kids have brought house tasks I believed too prolonged or unsuitable for one night. We do the best we can, and if we have problems or concerns, I connect to the teacher. Understanding some students have little or no support at home need to be acknowledged by teachers. Once again, excellent teachers make it an indicate understand what some home circumstances might be like and to customize appropriately. When possible, colleagues can work together, as described in two extra course articles, by establishing a discovering lab or incorporating “Drop-In” times during the school day

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