LE: What is your position on the issue of research?
When I address this question, I respond to as a teacher and as the parent of school age kids. I do see research as having a function in the instructional process and I do not agree with Alfie Kohn (see post), who appears to believe research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research study that shows homework to be beneficial, I did not see a convincing quantity of tough information to support eliminating all homework.
Yes, the amount of research ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be relatively easy to offer math research one night, spelling or reading one night, and so on to prevent overloading 5 to 8-year-olds. I see research to extend knowing.
Our textbook mentions it can take 24 repeatings of an ability for a student to reach 80% proficiency. I believe practicing abilities is beneficial. Kohns contrast with tennis does not make good sense to me. There are abilities in tennis you need to practice to improve. There are standard math skills children should practice to develop a strong structure prior to moving on to higher-level math abilities. Kohn mentions how students may become much better at keeping in mind, however not thinking. I see this as two various things; we require trainees to keep in mind certain truths and after that move on to using those abilities as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in research some nights! My own children have brought home assignments I thought inappropriate or too prolonged for one night. We do the best we can, and if we have concerns or issues, I reach out to the teacher. Understanding some students have little or no assistance at house need to be acknowledged by educators. Again, excellent instructors make it a point to know what some home circumstances may be like and to modify accordingly. When possible, associates can work together, as described in two additional course articles, by establishing a discovering laboratory or integrating “Drop-In” times throughout the school day
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Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this instructors perspective. We wish to hear your ideas about research. What is your approach? How do you interact with households about research?

When thinking of research, teachers discover it helpful to communicate their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her research philosophy that includes the purposeful roles teachers and households play.

I do see research as having a function in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to believe research is useless, or even worse, has a negative effect. While Kohn asserts there is practically 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 research should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be relatively basic to offer mathematics homework one night, checking out or spelling one night, etc to avoid overloading 5 to 8-year-olds. Homework can be a divisive topic in the education neighborhood, and we hope you can appreciate this teachers point of view.

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