I do see research as having a role in the academic procedure and I do not agree with Alfie Kohn (see short article), who appears to believe homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research that shows homework to be advantageous, I did not see a persuading amount of tough data to support doing away with all homework.
Yes, the quantity of research should be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be relatively easy to give math homework one night, checking out or spelling one night, and so on to avoid overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view.

When thinking of research, instructors find it helpful to interact their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her homework philosophy which includes the purposeful functions instructors and households play.

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

LE: What is your position on the concern of homework?
I address as a teacher and as the parent of school age kids when I address this concern. I do see homework as having a function in the academic procedure and I do not concur with Alfie Kohn (see short article), who appears to believe research is useless, or worse, has an unfavorable impact. While Kohn asserts there is practically no research study that proves research to be helpful, I did not see a convincing amount of hard data to support getting rid of all homework.
Yes, the quantity of homework must be based upon the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it should be fairly easy to offer math research one night, spelling or reading one night, and so on to avoid overwhelming 5 to 8-year-olds. Trainees should not become bored or annoyed if instructors are innovative with assignments and in communicating the purpose of the assignment. Those are my goals as a fourth-grade instructor. I see homework to extend learning. Would I appoint 30 mathematics problems to students who I know would battle with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my task as the instructor to customize the assignments.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. I believe practicing skills is worthwhile. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you should practice to improve. There are standard mathematics skills kids should practice to build a solid foundation prior to carrying on to higher-level mathematics abilities. Kohn points out how students might become better at remembering, however not thinking. I see this as two various things; we require trainees to keep in mind particular realities and then carry on to utilizing those abilities as thinkers and issue solvers.
As a parent, it can be tough to squeeze in research some nights! We do the best we can, and if we have issues or issues, I reach out to the teacher. Once again, great teachers make it a point to know what some house circumstances may be like and to modify appropriately.