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Research can be a dissentious topic in the education neighborhood, and we hope you can value this teachers viewpoint. We wish to hear your ideas about homework. What is your approach? How do you interact with families about research?

LE: What is your position on the problem of homework?
I respond to 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 educational process and I do not agree with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that proves homework to be advantageous, I did not see a convincing quantity of tough information to support getting rid of all research.
Yes, the quantity of research ought to be based upon the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it needs to be relatively basic to give math research one night, spelling or reading one night, and so on to avoid overwhelming 5 to 8-year-olds. If instructors are innovative with projects and in communicating the function of the assignment, trainees must not become bored or annoyed. Those are my goals as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 mathematics issues to trainees who I understand 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 instructor to modify the assignments.
Our book explains it can take 24 repetitions of a skill for a trainee to reach 80% competency. I think practicing skills is beneficial. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you must practice to enhance. There are standard mathematics skills kids must practice to develop a strong foundation before proceeding to higher-level math skills. Kohn explains how trainees might progress at keeping in mind, but not believing. I see this as two various things; we need trainees to remember particular truths and then proceed to using those abilities as thinkers and issue solvers.
As a moms and dad, it can be tough to squeeze in homework some nights! We do the best we can, and if we have problems or issues, I reach out to the teacher. Again, great instructors make it a point to know what some house situations may be like and to customize appropriately.

I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see short article), who appears to believe research is worthless, or worse, has a negative effect. While Kohn asserts there is nearly no research that shows research to be advantageous, I did not see a persuading quantity of difficult data to support doing away with all homework.
Yes, the quantity of homework must be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it ought to be fairly basic to provide mathematics research one night, spelling or checking out one night, etc to avoid straining 5 to 8-year-olds. Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

When considering homework, teachers discover it advantageous to communicate their policy with the families of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reviewed her research approach that includes the purposeful functions instructors and households play.