I do see research as having a function in the academic process and I do not concur with Alfie Kohn (see short article), who appears to think homework is useless, or worse, has a negative effect. While Kohn asserts there is almost no research that shows homework to be useful, I did not see a persuading quantity of hard information to support doing away with all homework.
Yes, the amount of homework ought to be based on the trainees age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to give math homework one night, spelling or checking out one night, etc 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.

Homework can be a dissentious subject in the education neighborhood, and we hope you can value this instructors point of view. How do you interact with households about research?

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When believing about homework, instructors find it beneficial to interact their policy with the families of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, showed on her homework approach which consists of the purposeful functions teachers and households play.

LE: What is your position on the problem of research?
I address as an educator and as the moms and dad of school age children when I address this question. 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 think research is useless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research that proves homework to be helpful, I did not see a persuading amount of difficult information to support getting rid of all research.
Yes, the quantity of research must be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it needs to be relatively basic to offer math research one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. I see homework to extend learning.
Our textbook points out it can take 24 repetitions of an ability for a trainee to reach 80% competency. I think practicing skills is rewarding. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you should practice to improve. There are fundamental math skills children need to practice to construct a strong structure prior to moving on to higher-level math abilities. Kohn mentions how students might progress at remembering, but not thinking. I see this as two various things; we require trainees to keep in mind particular realities and after that move on to utilizing those abilities as thinkers and issue solvers.
As a moms and dad, it can be tough to squeeze in homework some nights! My own children have brought home assignments I believed too lengthy or improper for one night. We do the finest we can, and if we have problems or concerns, I connect to the teacher. Knowing some students have little or no assistance in the house must be recognized by teachers. Once again, great instructors make it a point to know what some house circumstances may be like and to customize appropriately. When possible, coworkers can interact, as described in 2 additional course posts, by developing a finding out lab or integrating “Drop-In” times during the school day
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