LE: What is your position on the concern of homework?
When I answer this concern, I respond to as an educator and as the moms and dad of school age children. I do see research as having a function in the instructional process and I do not agree with Alfie Kohn (see article), who appears to think research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that shows homework to be helpful, I did not see a convincing amount of tough data to support eliminating all homework.
Yes, the amount of research must be based upon the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be reasonably basic to provide mathematics homework one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. If instructors are imaginative with projects and in communicating the function of the task, trainees need to not become frustrated or bored. Those are my objectives as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 mathematics problems to students who I understand would deal 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 customize the tasks.
Our textbook points out it can take 24 repetitions of a skill for a student to reach 80% proficiency. Kohn points out how trainees may become much better at remembering, but not believing. I see this as two different things; we require students to keep in mind certain facts and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in homework some nights! My own children have actually brought home tasks I thought inappropriate or too prolonged for one night. We do the finest we can, and if we have concerns or issues, I connect to the teacher. Understanding some trainees have little or no support at house should be recognized by educators. Once again, good instructors make it an indicate know what some home circumstances may be like and to modify appropriately. When possible, associates can interact, as explained in two extra course posts, by developing a finding out laboratory or including “Drop-In” times during the school day
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I do see homework as having a function in the educational procedure and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research study that shows homework to be useful, I did not see a persuading quantity of difficult data to support doing away with all homework.
Yes, the amount of research need to be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be fairly simple to give mathematics research one night, spelling or reading one night, and so on to prevent overloading 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.

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When thinking of research, instructors discover it helpful to interact their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her research approach that includes the purposeful roles instructors and households play.

Homework can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view. How do you communicate with households about homework?