I do see homework as having a function in the instructional procedure and I do not concur with Alfie Kohn (see article), who appears to believe homework is worthless, or even worse, has a negative impact. While Kohn asserts there is nearly no research that proves homework to be useful, I did not see a persuading quantity of hard information to support doing away with all research.
Yes, the amount of research should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to provide mathematics homework one night, reading or spelling one night, etc to avoid straining 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view.

When considering homework, teachers find it useful to communicate their policy with the families of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her research approach that includes the purposeful roles instructors and families play.

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Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this instructors perspective. We wish to hear your ideas about research. What is your approach? How do you interact with families about research?

LE: What is your position on the issue of homework?
When I address this concern, I respond to as an educator and as the moms and dad of school age kids. I do see research as having a role in the academic process and I do not concur with Alfie Kohn (see short article), who appears to believe research is useless, or even worse, has a negative effect. While Kohn asserts there is almost no research study that proves research to be advantageous, I did not see a convincing quantity of difficult data to support getting rid of all homework.
Yes, the quantity of homework 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 relatively simple to provide mathematics research one night, spelling or checking out one night, etc to prevent overloading 5 to 8-year-olds. Trainees must not end up being frustrated or bored if teachers are creative with tasks and in communicating the function of the task. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 math issues to trainees who I understand would have a hard time with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my task as the teacher to modify the tasks.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% proficiency. I think practicing abilities is worthwhile. Kohns contrast with tennis does not make sense to me. There are abilities in tennis you should practice to enhance. There are standard mathematics abilities children need to practice to build a strong structure prior to proceeding to higher-level mathematics abilities. Kohn explains how trainees might progress at keeping in mind, however not thinking. I see this as two various things; we need students to remember specific truths and after that carry on to utilizing those abilities as thinkers and issue solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! We do the best we can, and if we have concerns or issues, I reach out to the teacher. Once again, good teachers make it a point to know what some home situations may be like and to customize accordingly.