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Research can be a divisive subject in the education community, and we hope you can value this teachers point of view. How do you interact with households about homework?

I do see research as having a function in the academic procedure and I do not agree with Alfie Kohn (see article), who appears to think homework is worthless, or worse, has a negative impact. While Kohn asserts there is practically no research study that proves research to be advantageous, I did not see a persuading quantity of difficult information to support doing away with all homework.
Yes, the amount of research must be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably simple to give mathematics research one night, spelling or checking out one night, and so on to avoid straining 5 to 8-year-olds. Homework can be a divisive topic in the education community, and we hope you can value this instructors point of view.

When considering homework, teachers discover it beneficial to interact their policy with the families of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her research viewpoint which consists of the purposeful roles teachers and families play.

LE: What is your position on the problem of homework?
I answer as an educator and as the moms and dad of school age children when I answer this concern. I do see research as having a function in the educational process and I do not concur with Alfie Kohn (see article), who appears to think homework is useless, or even worse, has a negative impact. While Kohn asserts there is nearly no research that proves research to be useful, I did not see a persuading amount of tough information to support doing away with all research.
Yes, the amount of homework need to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively simple to offer math homework one night, spelling or checking out one night, and so on to avoid straining 5 to 8-year-olds. If instructors are creative with assignments and in communicating the function of the task, students ought to not become annoyed or bored. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I appoint 30 math issues to students who I know would fight with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my job as the teacher to customize the tasks.
Our book mentions it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. I believe practicing skills is worthwhile. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you should practice to improve. There are fundamental math abilities kids must practice to construct a strong structure prior to carrying on to higher-level mathematics abilities. Kohn mentions how students might progress at remembering, but not believing. I see this as 2 different things; we require students to keep in mind specific truths and then move on to using those abilities as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! We do the finest we can, and if we have issues or issues, I reach out to the instructor. Once again, great instructors make it a point to know what some home situations may be like and to modify appropriately.