I do see homework as having a function in the academic procedure and I do not concur with Alfie Kohn (see article), who appears to believe homework is worthless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research that shows homework to be beneficial, I did not see a convincing amount of tough information to support doing away with all research.
Yes, the quantity of research need to be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it ought to be relatively easy to offer math homework one night, reading or spelling one night, etc to avoid straining 5 to 8-year-olds. Homework can be a dissentious topic in the education community, and we hope you can appreciate this instructors point of view.

Homework can be a divisive topic in the education neighborhood, and we hope you can value this teachers point of view. We want to hear your thoughts about homework. What is your viewpoint? How do you interact with families about homework?

When thinking of homework, teachers find it beneficial to interact their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, showed on her research viewpoint that includes the purposeful roles instructors and households play.

LE: What is your position on the problem of homework?
When I answer this question, I respond to as a teacher and as the parent of school age kids. I do see homework as having a function in the instructional procedure 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 almost no research that shows homework to be advantageous, I did not see a convincing amount of hard information to support doing away with all research.
Yes, the quantity of research need to be based upon the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be reasonably basic to provide mathematics research one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Students should not become frustrated or bored if instructors are creative with tasks and in communicating the function of the task. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I appoint 30 mathematics issues to trainees who I know would battle with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my job as the teacher to customize the tasks.
Our textbook points out it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. Kohn points out how students may become much better at remembering, however not believing. I see this as two various things; we need students to keep in mind particular 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 research some nights! My own children have brought home assignments I believed inappropriate or too lengthy for one night. We do the best we can, and if we have problems or concerns, I connect to the teacher. Understanding some trainees have little or no support in the house should be acknowledged by teachers. Once again, great instructors make it a point to understand what some home situations might be like and to modify accordingly. When possible, coworkers can interact, as described in two additional course short articles, by developing a finding out lab or integrating “Drop-In” times during the school day
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