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I do see research as having a function in the academic process and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has a negative effect. While Kohn asserts there is almost no research that shows homework to be helpful, I did not see a convincing amount of tough data to support doing away with all research.
Yes, the amount of homework 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 simple to offer mathematics research one night, reading or spelling one night, etc to avoid straining 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

LE: What is your position on the concern of homework?
I respond to as an educator and as the moms and dad of school age children when I answer this concern. I do see homework as having a function in the academic procedure and I do not agree with Alfie Kohn (see post), who appears to think homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows homework to be advantageous, I did not see a convincing amount of hard information to support doing away with all research.
Yes, the quantity of research must be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it ought to be relatively simple to give mathematics research one night, checking out or spelling one night, and so on to avoid overloading 5 to 8-year-olds. Trainees need to not end up being bored or annoyed if teachers are creative with projects and in interacting the function of the task. Those are my goals as a fourth-grade teacher. I see homework to extend knowing. Would I assign 30 math issues 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 job as the teacher to modify the projects.
Our textbook points out it can take 24 repeatings of an ability for a student to reach 80% proficiency. Kohn points out how trainees may become much better at keeping in mind, however not thinking. I see this as 2 different things; we need students to keep in mind certain facts and then move on to utilizing those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! My own kids have actually brought house tasks I believed too lengthy or improper for one night. We do the best we can, and if we have concerns or problems, I reach out to the instructor. Knowing some students have little or no assistance in your home should be acknowledged by educators. Again, excellent teachers make it a point to understand what some house circumstances may resemble and to modify accordingly. When possible, colleagues can work together, as explained in two additional course posts, by developing a learning laboratory or integrating “Drop-In” times during the school day
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Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this instructors perspective. We would like to hear your ideas about homework. What is your viewpoint? How do you communicate with households about homework?

When thinking of research, instructors find it useful to interact their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, showed on her research approach which includes the purposeful functions teachers and households play.