LE: What is your position on the concern of research?
I address as an educator and as the parent of school age kids when I answer this concern. I do see research as having a function in the educational procedure and I do not concur with Alfie Kohn (see short article), who appears to think research is worthless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that proves homework to be helpful, I did not see a convincing amount of difficult information to support getting rid of all homework.
Yes, the amount of research must be based upon the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it ought to be fairly basic to provide math homework one night, reading or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Students must not become bored or frustrated if teachers are innovative with assignments and in interacting the purpose of the assignment. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I appoint 30 math problems to students who I know would battle with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to modify the assignments.
Our book mentions it can take 24 repetitions of an ability for a trainee to reach 80% competency. I think practicing abilities is worthwhile. Kohns comparison with tennis does not make sense to me. There are skills in tennis you need to practice to enhance. There are basic mathematics abilities children should practice to develop a solid structure before carrying on to higher-level mathematics abilities. Kohn points out how trainees might end up being better at remembering, but not thinking. I see this as 2 different things; we require students to keep in mind particular facts and after that proceed to using those skills as thinkers and problem solvers.
As a parent, it can be tough to squeeze in homework some nights! My own kids have brought home tasks I believed unsuitable or too prolonged for one night. We do the very best we can, and if we have concerns or problems, I connect to the instructor. Knowing some trainees have little or no assistance at home need to be acknowledged by teachers. Once again, great teachers make it a point to understand what some home scenarios may be like and to modify appropriately. When possible, associates can interact, as explained in 2 additional course posts, by establishing a finding out laboratory or incorporating “Drop-In” times throughout the school day
.

Homework can be a divisive topic in the education community, and we hope you can appreciate this instructors viewpoint. We would like to hear your ideas about homework. What is your approach? How do you interact with families about homework?

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

When considering research, instructors find it useful to communicate their policy with the households of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, showed on her research approach that includes the purposeful functions teachers and families play.

.