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Research can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers viewpoint. We want to hear your ideas about research. What is your approach? How do you interact with households about research?

When believing about research, teachers find it helpful to interact their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reflected on her homework approach that includes the purposeful roles instructors and households play.

LE: What is your position on the concern of research?
I answer as a teacher and as the parent of school age kids when I answer this concern. I do see homework as having a role in the academic process and I do not agree with Alfie Kohn (see post), who appears to believe homework is useless, or worse, has an unfavorable impact. While Kohn asserts there is almost no research that proves research to be helpful, I did not see a convincing amount of tough information to support getting rid of all research.
Yes, the quantity of homework need to be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be fairly easy to give mathematics homework one night, spelling or reading one night, and so on to avoid straining 5 to 8-year-olds. Trainees ought to not become bored or annoyed if teachers are imaginative with tasks and in communicating the purpose of the task. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I appoint 30 math problems to trainees who I understand would fight with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my task as the teacher to modify the assignments.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how trainees may become better at keeping in mind, however not believing. I see this as 2 various things; we need trainees to keep in mind certain facts and then move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be difficult to squeeze in homework some nights! We do the best we can, and if we have issues or issues, I reach out to the instructor. Again, good instructors make it a point to understand what some house scenarios might be like and to customize appropriately.

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 worthless, or worse, has a negative impact. While Kohn asserts there is almost no research that proves homework to be advantageous, I did not see a persuading amount of tough data to support doing away with all homework.
Yes, the amount of research should be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it ought to be fairly basic to offer mathematics research one night, reading or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Research can be a divisive topic in the education neighborhood, and we hope you can appreciate this teachers point of view.