A classroom teacher’s view on homework

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When thinking about homework, 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 instructor from Pennsylvania, showed on her homework philosophy that includes the purposeful functions teachers and families play.

Research can be a divisive subject in the education neighborhood, and we hope you can value this instructors viewpoint. We want to hear your thoughts about research. What is your viewpoint? How do you communicate with households about research?

I do see research as having a role in the educational procedure and I do not agree with Alfie Kohn (see short article), who appears to think homework is useless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that proves research to be advantageous, I did not see a convincing amount of tough information to support doing away with all homework.
Yes, the amount of homework must be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be fairly simple to provide math homework one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

LE: What is your position on the concern of research?
When I answer this concern, I respond to as an educator and as the moms and dad of school age kids. I do see research as having a role in the instructional process and I do not agree with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that shows research to be helpful, I did not see a convincing amount of hard data to support getting rid of all homework.
Yes, the quantity of research 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 basic to give math homework one night, spelling or checking out one night, etc to prevent overwhelming 5 to 8-year-olds. I see research to extend learning.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. I think practicing skills is worthwhile. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you need to practice to improve. There are basic mathematics abilities kids need to practice to construct a strong foundation prior to moving on to higher-level mathematics skills. Kohn points out how students might progress at keeping in mind, however not believing. I see this as two various things; we need trainees to bear in mind certain realities 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 finest we can, and if we have problems or concerns, I reach out to the teacher. Again, excellent instructors make it a point to understand what some home situations may be like and to modify appropriately.

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