LE: What is your position on the problem of research?
I respond to as a teacher and as the moms and dad of school age kids when I address this question. I do see homework as having a role in the educational process and I do not agree with Alfie Kohn (see article), who appears to think homework is worthless, or even worse, has a negative effect. While Kohn asserts there is nearly no research study that proves homework to be beneficial, I did not see a convincing quantity of hard data to support eliminating all research.
Yes, the quantity of homework ought to be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be relatively easy to provide math research one night, reading or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Trainees ought to not become frustrated or bored if instructors are creative with tasks and in communicating the purpose of the assignment. Those are my goals as a fourth-grade teacher. I see homework to extend knowing. Would I designate 30 mathematics problems to students who I know would fight with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my task as the teacher to customize the assignments.
Our book points out it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. I believe practicing skills is worthwhile. Kohns contrast with tennis does not make sense to me. There are abilities in tennis you need to practice to enhance. There are basic math abilities children must practice to construct a strong foundation before proceeding to higher-level mathematics skills. Kohn explains how trainees might end up being better at remembering, however not believing. I see this as two different things; we require students to keep in mind certain truths and after that move on to utilizing those skills as thinkers and problem solvers.
As a parent, it can be hard to squeeze in research some nights! We do the best we can, and if we have issues or problems, I reach out to the teacher. Once again, great instructors make it a point to understand what some house situations may be like and to customize accordingly.

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 useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research study that proves research to be helpful, I did not see a persuading quantity of tough information to support doing away with all homework.
Yes, the amount of homework should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be relatively basic to give math research one night, spelling or checking out one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a divisive topic in the education community, and we hope you can value this instructors point of view.

When thinking of research, teachers discover it advantageous to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, showed on her research viewpoint which includes the purposeful roles instructors and families play.

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Homework can be a divisive topic in the education neighborhood, and we hope you can value this instructors point of view. How do you interact with families about research?