A classroom teacher’s view on homework

I do see homework as having a role in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to think homework is useless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research that proves research to be useful, I did not see a convincing quantity of tough 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 a lot of Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to give math research one night, spelling or reading one night, and so on to prevent overwhelming 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can appreciate this instructors point of view.

LE: What is your position on the issue of homework?
When I address this question, I answer as a teacher and as the moms and dad of school age kids. I do see research as having a function in the instructional procedure and I do not agree with Alfie Kohn (see short article), who appears to believe homework is worthless, or even worse, has a negative effect. While Kohn asserts there is almost no research that shows research to be helpful, I did not see a persuading quantity of difficult information to support getting rid of all homework.
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 needs to be relatively basic to provide math research one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. If teachers are innovative with tasks and in communicating the function of the assignment, trainees must not end up being bored or annoyed. Those are my goals as a fourth-grade instructor. I see homework to extend learning. Would I appoint 30 mathematics problems to trainees who I understand would have problem with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to modify the tasks.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% competency. Kohn points out how students may become better at keeping in mind, but not believing. I see this as 2 various things; we need trainees to remember specific facts and then move on to utilizing those abilities as thinkers and issue solvers.
As a parent, it can be hard to squeeze in homework some nights! My own kids have actually brought house projects I thought too lengthy or unsuitable for one night. We do the very best we can, and if we have concerns or problems, I connect to the teacher. Knowing some students have little or no support at house should be recognized by teachers. Once again, excellent teachers make it a point to know what some home scenarios might resemble and to modify accordingly. When possible, colleagues can work together, as described in 2 supplemental course short articles, by developing a discovering lab or including “Drop-In” times throughout the school day
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Research can be a divisive subject in the education neighborhood, and we hope you can value this instructors perspective. We want to hear your ideas about research. What is your approach? How do you interact with households about homework?

When thinking about research, instructors discover it useful to interact their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her research philosophy which includes the purposeful roles teachers and households play.

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