Research can be a divisive topic in the education neighborhood, and we hope you can appreciate this instructors point of view. How do you interact with families about homework?

When thinking about research, teachers find it helpful to communicate their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her homework philosophy which consists of the purposeful functions teachers and households play.

LE: What is your position on the concern of homework?
I answer as a teacher and as the parent of school age kids when I address this concern. I do see research as having a role in the instructional process and I do not concur with Alfie Kohn (see post), who appears to believe research is useless, or even worse, has an unfavorable impact. While Kohn asserts there is almost no research that shows research to be helpful, I did not see a convincing quantity of difficult information to support eliminating all research.
Yes, the quantity of research need to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it should be reasonably basic to give math research one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. If instructors are imaginative with tasks and in interacting the purpose of the project, trainees should not become disappointed or bored. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I designate 30 math issues to trainees who I know would battle 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 modify the projects.
Our book mentions it can take 24 repeatings of a skill for a student to reach 80% proficiency. I think practicing abilities is rewarding. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you should practice to improve. There are standard math abilities children should practice to build a solid structure before moving on to higher-level math abilities. Kohn explains how trainees might end up being better at remembering, however not believing. I see this as two various things; we require students to bear in mind particular realities and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in research some nights! We do the best we can, and if we have concerns or issues, I reach out to the instructor. Once again, good teachers make it a point to understand what some house circumstances might be like and to customize accordingly.

I do see homework as having a function in the educational procedure and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research study that shows research to be beneficial, I did not see a persuading quantity of tough information to support doing away with all research.
Yes, the quantity of research must be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it should be fairly simple to offer math research one night, spelling or reading one night, and so on to prevent straining 5 to 8-year-olds. Research can be a divisive topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

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