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LE: What is your position on the problem of research?
When I address this question, I answer as an educator and as the moms and dad of school age children. I do see research as having a role in the educational process and I do not agree with Alfie Kohn (see article), who appears to think homework is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research study that shows research to be useful, I did not see a convincing amount of tough data to support eliminating all homework.
Yes, the amount of homework ought to be based upon the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be fairly basic to offer mathematics research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. Trainees ought to not end up being frustrated or bored if instructors are creative with projects and in interacting the purpose of the task. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 math issues to students who I know would deal with them, or to students who have shown their understanding of the ability? No, in those cases, it is my job as the teacher to customize the projects.
Our book mentions it can take 24 repetitions of an ability for a student to reach 80% proficiency. I believe practicing abilities is worthwhile. Kohns comparison with tennis does not make sense to me. There are skills in tennis you must practice to enhance. There are standard mathematics abilities kids should practice to develop a strong structure prior to proceeding to higher-level mathematics skills. Kohn mentions how trainees might progress at remembering, but not believing. I see this as two various things; we need students to remember certain realities and then move on to using those skills as thinkers and issue solvers.
As a moms and dad, it can be hard to squeeze in homework some nights! We do the best we can, and if we have issues or issues, I reach out to the teacher. Again, excellent teachers make it a point to know what some home scenarios might be like and to customize appropriately.

When thinking of research, teachers discover it advantageous to communicate their policy with the households of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reflected on her research philosophy which consists of the purposeful roles teachers and families play.

I do see research as having a role in the educational process and I do not agree with Alfie Kohn (see article), who appears to believe research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is almost no research study that proves homework to be beneficial, I did not see a convincing quantity of difficult information to support doing away with all research.
Yes, the quantity of research should be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it should be reasonably basic to provide mathematics homework one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can appreciate this teachers point of view.

Homework can be a divisive subject in the education community, and we hope you can value this instructors point of view. We would like to hear your ideas about research. What is your viewpoint? How do you communicate with households about research?