LE: What is your position on the concern of research?
When I answer this concern, I answer as an educator and as the parent of school age kids. I do see research as having a role in the instructional procedure and I do not agree with Alfie Kohn (see short article), who appears to believe homework is useless, or even worse, has a negative impact. While Kohn asserts there is nearly no research study that shows research to be helpful, I did not see a persuading quantity of hard information to support doing away with all research.
Yes, the amount of research must be based upon the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be reasonably easy to provide math research one night, spelling or checking out one night, and so on to prevent overloading 5 to 8-year-olds. Trainees need to not become frustrated or bored if instructors are creative with projects and in communicating the purpose of the task. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I assign 30 mathematics problems to students who I know would battle with them, or to trainees who have shown their understanding of the ability? No, in those cases, it is my job as the teacher to modify the assignments.
Our textbook points out it can take 24 repeatings of a skill for a student to reach 80% competency. Kohn points out how students may end up being much better at remembering, however not thinking. I see this as two various things; we require students to keep in mind certain truths and then move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! My own children have brought home projects I thought too lengthy or improper for one night. We do the best we can, and if we have concerns or issues, I reach out to the instructor. Understanding some trainees have little or no assistance at home need to be acknowledged by teachers. Again, great instructors make it a point to understand what some house circumstances might be like and to customize accordingly. When possible, coworkers can work together, as explained in two additional course short articles, by developing a learning laboratory or incorporating “Drop-In” times throughout the school day
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Research can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view. We would like to hear your thoughts about research. What is your viewpoint? How do you communicate with families about homework?

I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see short article), who appears to think research is useless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that proves research to be helpful, I did not see a persuading quantity of tough data to support doing away with all research.
Yes, the quantity of research must be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively simple to give math research one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can value this teachers point of view.

When considering homework, instructors discover it beneficial to communicate their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reflected on her research viewpoint which includes the purposeful roles instructors and households play.

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