Homework can be a divisive subject in the education community, and we hope you can value this teachers point of view. We would like to hear your ideas about research. What is your philosophy? How do you communicate with households about research?

I do see homework as having a function in the instructional process and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research that proves homework to be useful, I did not see a convincing amount of difficult data to support doing away with all homework.
Yes, the quantity of homework ought to be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to provide mathematics homework one night, spelling or checking out one night, etc to prevent overwhelming 5 to 8-year-olds. Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this instructors point of view.

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 kids. I do see homework as having a role in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to believe research is worthless, or even worse, has a negative effect. While Kohn asserts there is practically no research study that shows research to be useful, I did not see a persuading quantity of hard data to support eliminating all research.
Yes, the quantity of research should be based upon the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it ought to be fairly simple to offer mathematics research one night, reading or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Students should not end up being disappointed or bored if instructors are creative with tasks and in communicating the function of the project. Those are my objectives as a fourth-grade teacher. I see homework to extend knowing. Would I designate 30 mathematics issues to students who I understand would deal with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to modify the projects.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% competency. Kohn points out how trainees may end up being much better at remembering, but not thinking. I see this as two different things; we need trainees to remember specific facts and then move on to utilizing those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in homework some nights! My own children have brought home assignments I thought too prolonged or inappropriate for one night. We do the very best we can, and if we have issues or issues, I reach out to the instructor. Knowing some trainees have little or no support at house should be acknowledged by teachers. Again, good instructors make it an indicate understand what some house scenarios may resemble and to modify accordingly. When possible, associates can collaborate, as explained in two additional course short articles, by developing a finding out laboratory or integrating “Drop-In” times throughout the school day
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When thinking of homework, teachers find it advantageous to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, assessed her homework philosophy which consists of the purposeful functions instructors and households play.

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