I do see homework as having a role in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research that shows research to be beneficial, I did not see a convincing quantity of hard information to support doing away with all homework.
Yes, the quantity of homework ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be fairly basic to provide mathematics homework one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view. How do you interact with households about research?

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When thinking of research, instructors find it helpful to communicate their policy with the households of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, showed on her homework approach that includes the purposeful roles instructors and families play.

LE: What is your position on the issue of homework?
When I address this question, I answer as a teacher and as the parent of school age kids. I do see homework as having a role in the academic procedure and I do not concur with Alfie Kohn (see post), who appears to think research is useless, or worse, has a negative impact. While Kohn asserts there is almost no research study that shows research to be useful, I did not see a convincing amount of hard information to support eliminating all homework.
Yes, the amount of research need to be based upon the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be fairly easy to provide mathematics research one night, reading or spelling one night, and so on to avoid overloading 5 to 8-year-olds. If teachers are innovative with projects and in communicating the purpose of the assignment, students should not become bored or frustrated. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I appoint 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 teacher to modify the assignments.
Our textbook points out it can take 24 repetitions of an ability for a trainee to reach 80% competency. Kohn points out how trainees may become much better at remembering, however not believing. I see this as 2 various things; we require students to remember particular facts and then move on to using those abilities as thinkers and issue solvers.
As a parent, it can be hard to squeeze in homework some nights! We do the best we can, and if we have issues or issues, I reach out to the teacher. Once again, excellent instructors make it a point to know what some home situations may be like and to modify accordingly.