I do see research as having a function in the academic procedure and I do not concur with Alfie Kohn (see post), who appears to think homework is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research study that proves research to be advantageous, I did not see a persuading amount of difficult data to support doing away with all homework.
Yes, the amount of homework ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it should be relatively simple to provide math homework one night, spelling or checking out one night, and so on to prevent overloading 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can value this teachers point of view.

Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this teachers perspective. We would like to hear your ideas about research. What is your viewpoint? How do you communicate with households about homework?

LE: What is your position on the concern of research?
When I answer this concern, I address as an educator and as the moms and dad of school age kids. I do see homework as having a role in the academic process and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research that proves homework to be beneficial, I did not see a persuading quantity of hard data to support doing away with all homework.
Yes, the quantity of homework should be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably simple to offer mathematics homework one night, spelling or reading one night, and so on to prevent overloading 5 to 8-year-olds. If teachers are creative with projects and in interacting the function of the project, students need to not become annoyed or bored. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I appoint 30 math issues to students who I know would battle with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my job as the teacher to customize the tasks.
Our book explains it can take 24 repeatings of a skill for a student to reach 80% proficiency. I think practicing skills is rewarding. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you must practice to improve. There are standard mathematics skills kids should practice to build a strong foundation before moving on to higher-level mathematics abilities. Kohn mentions how trainees may become much better at remembering, however not thinking. I see this as 2 different things; we need students to keep in mind specific truths and then carry on to utilizing those abilities as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in research some nights! My own kids have brought home assignments I thought improper or too prolonged for one night. We do the best we can, and if we have concerns or issues, I reach out to the teacher. Knowing some students have little or no assistance at home need to be acknowledged by teachers. Again, excellent instructors make it a point to understand what some house scenarios may be like and to modify accordingly. When possible, colleagues can work together, as described in two supplemental course posts, by establishing a finding out laboratory or including “Drop-In” times during the school day
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When thinking of homework, instructors discover it helpful to communicate their policy with the families of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her homework philosophy that includes the purposeful functions teachers and households play.