Homework can be a divisive subject in the education neighborhood, and we hope you can value this instructors viewpoint. We wish to hear your thoughts about homework. What is your viewpoint? How do you interact with families about homework?

I do see research as having a role in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to believe homework is useless, or worse, has a negative effect. While Kohn asserts there is almost no research study that proves research to be helpful, I did not see a persuading quantity of difficult data to support doing away with all homework.
Yes, the quantity of research ought to be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably simple to give mathematics homework one night, spelling or reading one night, and so on to avoid overloading 5 to 8-year-olds. Research can be a dissentious subject in the education community, and we hope you can appreciate this teachers point of view.

When considering research, teachers find it beneficial to interact their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her research philosophy that includes the purposeful roles instructors and families play.

LE: What is your position on the issue of homework?
I respond to as a teacher and as the parent of school age kids when I address this concern. I do see homework as having a role in the instructional procedure and I do not concur with Alfie Kohn (see short article), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that shows homework to be helpful, I did not see a convincing quantity of difficult data to support getting rid of all homework.
Yes, the quantity of research must be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it ought to be relatively simple to give math research one night, reading or spelling one night, and so on to prevent overloading 5 to 8-year-olds. I see research to extend learning.
Our textbook points out it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. Kohn points out how students may end up being better at remembering, however not thinking. I see this as 2 different things; we need students to remember particular truths and then move on to using those skills as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in homework some nights! My own children have brought home tasks I thought inappropriate or too lengthy for one night. We do the very best we can, and if we have issues or issues, I reach out to the teacher. Knowing some students have little or no assistance in your home must be recognized by teachers. Once again, good teachers make it a point to know what some house circumstances may be like and to modify accordingly. When possible, associates can interact, as explained in 2 extra course short articles, by developing a learning laboratory or integrating “Drop-In” times during the school day
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