I do see research as having a function in the educational process and I do not concur with Alfie Kohn (see article), who appears to believe research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves homework to be advantageous, I did not see a persuading amount of tough information to support doing away with all research.
Yes, the quantity of homework should be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be fairly easy to give mathematics research one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors point of view.

LE: What is your position on the issue of homework?
When I answer this concern, I respond to as an educator and as the moms and dad of school age kids. I do see homework 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 even worse, has a negative impact. While Kohn asserts there is almost no research study that proves homework to be useful, I did not see a persuading amount of difficult information to support doing away with all homework.
Yes, the quantity of homework should be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it ought to be fairly easy to offer math homework one night, spelling or checking out one night, and so on to avoid overloading 5 to 8-year-olds. Students should not end up being bored or frustrated if teachers are creative with assignments and in communicating the purpose of the assignment. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I appoint 30 math issues to students who I understand would struggle with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my job as the instructor to modify the tasks.
Our textbook explains it can take 24 repetitions of a skill for a student to reach 80% proficiency. I believe practicing abilities is rewarding. Kohns contrast with tennis does not make sense to me. There are skills in tennis you should practice to enhance. There are standard math skills children must practice to develop a strong foundation prior to proceeding to higher-level mathematics abilities. Kohn points out how students might become better at remembering, but not thinking. I see this as two various things; we need trainees to bear in mind certain realities and then carry on to using those skills as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! We do the best we can, and if we have issues or issues, I reach out to the instructor. Once again, good instructors make it a point to know what some house circumstances might be like and to modify accordingly.

Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view. We would like to hear your thoughts about homework. What is your viewpoint? How do you communicate with families about homework?

When thinking about research, instructors find it advantageous to communicate their policy with the families of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, showed on her research philosophy that includes the purposeful roles instructors and families play.

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