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

LE: What is your position on the issue of research?
When I address this concern, I address as an educator and as the parent of school age children. I do see homework as having a function in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to think homework is worthless, or even worse, has a negative effect. While Kohn asserts there is almost no research study that shows research to be useful, I did not see a persuading amount of difficult information to support doing away with all research.
Yes, the amount of research should be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably basic to give math research one night, reading or spelling one night, and so on to prevent overwhelming 5 to 8-year-olds. If instructors are innovative with assignments and in communicating the purpose of the task, students should not become bored or annoyed. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 mathematics issues to students who I understand would have problem with them, or to students who have demonstrated their understanding of the skill? 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 a skill for a trainee to reach 80% competency. Kohn points out how trainees might end up being much better at keeping in mind, but not thinking. I see this as two various things; we need students to keep in mind certain facts and then move on to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be challenging to squeeze in homework some nights! We do the best we can, and if we have issues or issues, I reach out to the instructor. Again, good instructors make it a point to understand what some home scenarios might be like and to modify appropriately.

Research can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers viewpoint. We would like to hear your thoughts about homework. What is your approach? How do you interact with households about homework?

.

I do see homework as having a role in the instructional process and I do not agree with Alfie Kohn (see short article), who appears to think homework is worthless, or worse, has a negative effect. While Kohn asserts there is practically no research that shows homework to be beneficial, I did not see a persuading quantity of hard information to support doing away with all research.
Yes, the quantity of research ought to be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be relatively basic to provide math homework one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. Research can be a divisive topic in the education neighborhood, and we hope you can value this teachers point of view.