I do see research as having a function in the educational procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows research to be advantageous, I did not see a convincing quantity of hard data to support doing away with all homework.
Yes, the amount of research should be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be relatively easy to offer mathematics homework one night, reading or spelling one night, etc to avoid overloading 5 to 8-year-olds. Homework can be a divisive topic in the education community, and we hope you can value this teachers point of view.

When thinking of homework, teachers discover it advantageous to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her research viewpoint that includes the purposeful roles teachers and households play.

LE: What is your position on the problem of research?
I respond to as a teacher and as the parent of school age children when I address this question. I do see homework as having a role in the academic process and I do not concur with Alfie Kohn (see article), who appears to think homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research study that shows research to be helpful, I did not see a convincing amount of tough information to support eliminating all research.
Yes, the quantity of homework must be based upon the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it ought to be relatively simple to offer mathematics homework one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Students ought to not become frustrated or bored if teachers are imaginative with projects and in interacting the purpose of the assignment. Those are my objectives as a fourth-grade teacher. I see homework to extend knowing. Would I appoint 30 mathematics problems to trainees who I understand would fight with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to customize the projects.
Our textbook points out it can take 24 repetitions of an ability for a student to reach 80% competency. I think practicing skills is worthwhile. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you should practice to improve. There are basic mathematics abilities kids need to practice to develop a solid structure prior to moving on to higher-level mathematics skills. Kohn mentions how trainees may progress at keeping in mind, but not believing. I see this as 2 various things; we require trainees to keep in mind particular realities and after that proceed to utilizing those skills as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in homework some nights! We do the finest we can, and if we have issues or issues, I reach out to the instructor. Again, good instructors make it a point to know what some house situations may be like and to modify accordingly.

Research can be a dissentious topic in the education community, and we hope you can appreciate this teachers viewpoint. We wish to hear your thoughts about research. What is your approach? How do you interact with households about research?

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