I do see homework as having a role in the academic process and I do not agree with Alfie Kohn (see 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 homework to be beneficial, I did not see a persuading amount of hard information to support doing away with all homework.
Yes, the quantity of homework need to be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it ought to be reasonably simple to provide mathematics homework one night, spelling or checking out one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a dissentious topic in the education community, and we hope you can value this instructors point of view.

When thinking of homework, instructors discover it useful to interact their policy with the families of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her research approach which consists of the purposeful roles instructors and households play.

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Research can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers perspective. We would like to hear your ideas about research. What is your viewpoint? How do you communicate with households about research?

LE: What is your position on the issue of research?
When I answer this question, I address as an educator and as the moms and dad of school age children. I do see homework as having a function in the academic procedure and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves research to be advantageous, I did not see a persuading amount of difficult data to support doing away with all research.
Yes, the amount of research should be based upon the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be fairly simple to give mathematics research one night, spelling or reading one night, and so on to prevent overwhelming 5 to 8-year-olds. If instructors are imaginative with assignments and in interacting the function of the assignment, trainees ought to not become bored or annoyed. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I assign 30 mathematics problems to trainees who I know would struggle with them, or to students who have demonstrated their understanding of the ability? No, in those cases, it is my task as the instructor to modify the projects.
Our book points out it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. Kohn points out how students might become better at remembering, however not thinking. I see this as 2 various things; we need students to keep in mind certain truths and then move on to using those abilities as thinkers and issue solvers.
As a parent, it can be difficult to squeeze in homework some nights! We do the best we can, and if we have problems or issues, I reach out to the teacher. Again, good instructors make it a point to understand what some house circumstances may be like and to customize appropriately.