I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see post), who appears to think research is useless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research that proves research to be beneficial, I did not see a convincing amount of hard data to support doing away with all homework.
Yes, the quantity of research need to be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be reasonably easy to give math homework one night, spelling or checking out one night, and so on to avoid straining 5 to 8-year-olds. Research can be a divisive subject in the education neighborhood, and we hope you can value this instructors point of view.

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LE: What is your position on the issue of homework?
I respond to as an educator and as the moms and dad of school age children when I address this question. I do see homework as having a function in the educational process and I do not agree with Alfie Kohn (see article), who appears to think homework is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that shows homework to be advantageous, I did not see a convincing amount of hard information to support doing away with all homework.
Yes, the amount of research should be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it must be fairly simple to provide math research one night, spelling or checking out one night, and so on to prevent overloading 5 to 8-year-olds. Trainees ought to not end up being annoyed or bored if instructors are creative with projects and in communicating the function of the assignment. Those are my objectives as a fourth-grade instructor. I see research to extend learning. Would I designate 30 mathematics issues to trainees who I understand would fight with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my job as the teacher to customize the assignments.
Our textbook points out it can take 24 repeatings of an ability for a trainee to reach 80% proficiency. I believe practicing skills is beneficial. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you need to practice to improve. There are fundamental mathematics abilities kids need to practice to develop a strong foundation before moving on to higher-level mathematics abilities. Kohn mentions how students may become better at remembering, but not believing. I see this as 2 different things; we require students to remember particular facts and then proceed to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be hard 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. Again, good teachers make it a point to know what some home scenarios may be like and to modify accordingly.

When considering homework, instructors discover it useful to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her research approach which consists of the purposeful roles teachers and households play.

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