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Research can be a divisive subject in the education community, and we hope you can value this instructors point of view. How do you communicate with families about homework?

I do see homework as having a role in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has a negative impact. While Kohn asserts there is nearly no research study that shows homework to be useful, I did not see a persuading quantity of hard data to support doing away with all homework.
Yes, the quantity of research need to be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to provide mathematics homework one night, spelling or checking out 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 instructors point of view.

When thinking of homework, instructors find it advantageous to communicate their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her homework approach which consists of the purposeful roles teachers and households play.

LE: What is your position on the concern of homework?
I address as a teacher and as the moms and dad of school age children when I answer this question. I do see research as having a role in the educational procedure and I do not concur with Alfie Kohn (see post), who appears to believe homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research study that shows research to be beneficial, I did not see a persuading amount of tough information to support getting rid of all research.
Yes, the quantity of homework must be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to give mathematics research one night, spelling or checking out one night, etc to avoid overloading 5 to 8-year-olds. Students ought to not end up being bored or disappointed if instructors are creative with assignments and in interacting the purpose of the project. Those are my objectives as a fourth-grade teacher. I see research to extend learning. Would I appoint 30 math problems to students who I know would deal with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my task as the instructor to customize the tasks.
Our textbook mentions it can take 24 repetitions of an ability for a student to reach 80% competency. I believe practicing skills is beneficial. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you must practice to improve. There are fundamental mathematics abilities kids need to practice to develop a solid structure before proceeding to higher-level math skills. Kohn explains how trainees may end up being better at remembering, however not thinking. I see this as two various things; we need students to remember specific realities and then proceed to utilizing those skills as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in homework some nights! We do the best we can, and if we have issues or concerns, I reach out to the teacher. Again, good teachers make it a point to understand what some house scenarios might be like and to customize appropriately.