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

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

.

I do see research as having a function in the instructional process and I do not agree with Alfie Kohn (see short article), who appears to believe homework is worthless, or even worse, has a negative effect. While Kohn asserts there is practically no research that shows research to be beneficial, I did not see a persuading amount of tough information to support doing away with all homework.
Yes, the quantity of research must be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be relatively basic to offer mathematics homework one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can appreciate this teachers point of view.

LE: What is your position on the problem of research?
When I address this question, I address as a teacher and as the parent of school age children. I do see research as having a role in the academic procedure and I do not concur with Alfie Kohn (see short article), who appears to think homework is worthless, or even worse, has a negative effect. While Kohn asserts there is almost no research study that shows research to be helpful, I did not see a convincing amount of hard data to support getting rid of all homework.
Yes, the quantity of research must be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to provide math homework one night, spelling or checking out one night, etc to prevent straining 5 to 8-year-olds. Trainees need to not become frustrated or bored if instructors are innovative with projects and in communicating the purpose of the task. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 math problems to students who I understand would fight with them, or to trainees who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to modify the assignments.
Our book points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. Kohn points out how trainees might end up being much better at remembering, however not believing. I see this as two different things; we need students to remember certain realities and then move on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be hard to squeeze in homework some nights! My own kids have brought home projects I believed unsuitable or too prolonged for one night. We do the best we can, and if we have issues or problems, I reach out to the teacher. Understanding some students have little or no assistance in the house must be recognized by teachers. Once again, excellent instructors make it a point to know what some home situations may be like and to customize appropriately. When possible, associates can interact, as explained in two supplemental course short articles, by establishing a finding out laboratory or including “Drop-In” times throughout the school day
.