Homework can be a divisive topic in the education community, and we hope you can appreciate this instructors perspective. We want to hear your ideas about homework. What is your approach? How do you interact with families about research?

When considering research, teachers discover it helpful to communicate their policy with the households of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, showed on her research approach which includes the purposeful functions instructors and families play.

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LE: What is your position on the problem 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 instructional process and I do not concur with Alfie Kohn (see article), who appears to believe research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that shows research to be useful, I did not see a convincing amount of tough data to support eliminating all homework.
Yes, the amount of homework ought to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be relatively simple to give math research one night, reading or spelling one night, etc to avoid overloading 5 to 8-year-olds. I see research to extend learning.
Our textbook explains it can take 24 repeatings of a skill for a trainee to reach 80% competency. I believe practicing skills is rewarding. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you should practice to enhance. There are fundamental mathematics abilities kids must practice to build a strong foundation prior to carrying on to higher-level mathematics skills. Kohn points out how students might become much better at keeping in mind, but not believing. I see this as two different things; we need students to remember certain realities and then carry on to utilizing those abilities as thinkers and problem solvers.
As a moms and dad, it can be tough to squeeze in research some nights! My own children have actually brought house assignments I believed too prolonged or improper for one night. We do the very best we can, and if we have issues or issues, I reach out to the instructor. Understanding some students have little or no support at home must be recognized by educators. Once again, great instructors make it a point to know what some house circumstances might be like and to customize accordingly. When possible, associates can collaborate, as described in 2 additional course short articles, by developing a finding out lab or integrating “Drop-In” times throughout the school day
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I do see homework as having a function in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to believe homework is worthless, or even 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 amount of tough information to support doing away with all research.
Yes, the quantity of research ought to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be relatively simple to give mathematics research one night, spelling or checking out one night, etc to prevent overwhelming 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.