I do see homework as having a function in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to think research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows research to be helpful, I did not see a convincing amount of hard information to support doing away with all research.
Yes, the amount of homework ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably simple to give math research one night, checking out or spelling one night, etc to avoid overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education community, and we hope you can appreciate this teachers point of view.

When thinking about research, instructors find it useful to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her research viewpoint that includes the purposeful functions instructors and families play.

Homework can be a divisive topic in the education community, and we hope you can appreciate this teachers viewpoint. We would like to hear your ideas about research. What is your viewpoint? How do you communicate with households about homework?

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LE: What is your position on the issue of research?
I respond to as an educator and as the parent of school age children when I address this concern. I do see homework as having a role in the academic process and I do not concur with Alfie Kohn (see short article), who appears to believe homework is worthless, or worse, has a negative impact. While Kohn asserts there is practically no research that proves research to be beneficial, I did not see a convincing amount of tough data to support eliminating all homework.
Yes, the quantity of research ought to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively basic to offer math research one night, spelling or reading one night, and so on to prevent straining 5 to 8-year-olds. I see research to extend knowing.
Our textbook points out it can take 24 repetitions of an ability for a trainee to reach 80% proficiency. Kohn points out how trainees may end up being better at remembering, but not believing. I see this as 2 various things; we require trainees to remember certain facts and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be hard to squeeze in research some nights! My own kids have brought house assignments I believed too lengthy or inappropriate for one night. We do the very best we can, and if we have problems or concerns, I reach out to the teacher. Knowing some trainees have little or no assistance in your home must be acknowledged by educators. Once again, great instructors make it an indicate understand what some house circumstances may be like and to customize accordingly. When possible, associates can collaborate, as explained in 2 supplemental course short articles, by establishing a discovering laboratory or integrating “Drop-In” times throughout the school day
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