A classroom teacher’s view on homework

LE: What is your position on the problem of homework?
I answer as a teacher and as the parent of school age children when I answer this concern. I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see article), who appears to think homework is useless, or even worse, has a negative effect. While Kohn asserts there is almost no research study that proves research to be beneficial, I did not see a persuading amount of hard information to support getting rid of all homework.
Yes, the quantity of homework should be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively easy to give mathematics homework one night, reading or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. If instructors are creative with assignments and in communicating the function of the project, students should not become bored or frustrated. Those are my goals as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 mathematics problems to students who I know would have a hard time with them, or to students who have shown their understanding of the ability? No, in those cases, it is my job as the teacher to modify the projects.
Our book points out it can take 24 repeatings of a skill for a trainee to reach 80% competency. Kohn points out how students may end up being better at remembering, however not believing. I see this as 2 different things; we need students to remember certain realities and then move on to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be tough to squeeze in homework some nights! My own kids have brought house tasks I believed too lengthy or improper for one night. We do the finest we can, and if we have problems or concerns, I reach out to the teacher. Understanding some trainees have little or no support at home should be recognized by teachers. Again, excellent instructors make it an indicate understand what some house scenarios may resemble and to customize accordingly. When possible, coworkers can work together, as described in 2 supplemental course short articles, by developing a learning lab or including “Drop-In” times throughout the school day
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Research can be a divisive subject in the education community, and we hope you can value this instructors point of view. How do you communicate with households about homework?

I do see homework as having a function in the educational process and I do not concur with Alfie Kohn (see short article), who appears to believe homework is worthless, 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 difficult data to support doing away with all homework.
Yes, the quantity of research should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly simple to provide math homework one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. Homework can be a dissentious topic in the education community, and we hope you can value this instructors point of view.

When believing about homework, teachers discover it helpful 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, reflected on her homework philosophy which consists of the purposeful roles instructors and families play.

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