I do see research as having a role in the educational procedure and I do not concur with Alfie Kohn (see post), who appears to think research is worthless, or worse, has a negative impact. While Kohn asserts there is practically no research study that proves research to be useful, I did not see a convincing quantity of hard information to support doing away with all research.
Yes, the quantity of homework ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it should be relatively easy to provide mathematics homework one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can value this instructors point of view.

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LE: What is your position on the problem of research?
I answer as a teacher and as the moms and dad of school age children when I address this concern. I do see research as having a role in the educational procedure and I do not concur with Alfie Kohn (see short article), who appears to believe homework is worthless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research study that proves homework to be advantageous, I did not see a persuading quantity of hard information to support getting rid of all homework.
Yes, the quantity of research need to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be fairly simple to give math homework one night, spelling or checking out one night, and so on to avoid overloading 5 to 8-year-olds. If teachers are innovative with projects and in communicating the function of the task, students should not end up being bored or frustrated. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I designate 30 mathematics issues to students who I know would have problem with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my task as the instructor to modify the tasks.
Our book points out it can take 24 repeatings of an ability for a trainee to reach 80% proficiency. Kohn points out how trainees may end up being better at remembering, however not thinking. I see this as two various things; we need students to keep in mind specific realities and then move on to using those abilities as thinkers and problem solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! My own kids have brought house assignments I thought too lengthy or inappropriate for one night. We do the very best we can, and if we have issues or issues, I connect to the teacher. Knowing some trainees have little or no assistance in the house need to be recognized by teachers. Again, good teachers make it a point to know what some home circumstances might resemble and to customize appropriately. When possible, colleagues can collaborate, as described in two additional course articles, by establishing a learning lab or integrating “Drop-In” times throughout the school day
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When thinking of homework, instructors discover it beneficial to communicate their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her research approach that includes the purposeful functions teachers and families play.

Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this teachers perspective. We would like to hear your ideas about homework. What is your viewpoint? How do you communicate with families about homework?