A classroom teacher’s view on homework

Research can be a dissentious topic in the education community, and we hope you can appreciate this teachers perspective. We want to hear your thoughts about homework. What is your approach? How do you communicate with households about homework?

I do see research as having a role in the educational process and I do not agree with Alfie Kohn (see post), who appears to think homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that shows research to be beneficial, I did not see a persuading quantity of hard data to support doing away with all homework.
Yes, the quantity of homework ought to be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it needs to be fairly basic to offer mathematics homework one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. Research can be a divisive subject in the education community, and we hope you can appreciate this teachers point of view.

LE: What is your position on the problem of homework?
When I answer this question, I address as an educator and as the moms and dad of school age children. I do see research as having a role in the academic procedure and I do not concur with Alfie Kohn (see post), who appears to think research is useless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research that shows homework to be useful, I did not see a persuading quantity of hard information to support getting rid of all research.
Yes, the quantity of homework ought to be based upon the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably easy to offer mathematics research one night, spelling or checking out one night, etc to avoid overloading 5 to 8-year-olds. Trainees should not end up being bored or disappointed if teachers are creative with tasks and in interacting the purpose of the project. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I appoint 30 mathematics problems to trainees who I understand would have problem with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to customize the projects.
Our textbook points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. Kohn points out how students may end up being much better at keeping in mind, but not believing. I see this as two various things; we require students to keep in mind specific realities and then move on to utilizing those skills as thinkers and issue solvers.
As a moms and dad, it can be difficult to squeeze in homework some nights! My own children have brought home assignments I believed inappropriate or too lengthy for one night. We do the best we can, and if we have problems or concerns, I reach out to the teacher. Understanding some students have little or no assistance in the house must be recognized by educators. Again, excellent instructors make it a point to know what some house scenarios may be like and to customize appropriately. When possible, associates can work together, as described in two supplemental course articles, by developing a learning laboratory or including “Drop-In” times throughout the school day
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When considering research, teachers find it useful to communicate their policy with the households of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her homework approach that includes the purposeful roles teachers and households play.

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