When thinking of research, teachers discover it helpful to interact their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reflected on her research approach that includes the purposeful roles instructors and households play.

I do see research as having a role in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to believe homework is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research that proves research to be helpful, I did not see a convincing quantity of difficult information to support doing away with all homework.
Yes, the quantity of research need to be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it must be reasonably simple to give math research one night, checking out or spelling one night, etc to avoid straining 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view.

LE: What is your position on the issue of research?
I answer as a teacher and as the parent of school age children when I address this concern. I do see homework as having a function in the educational process and I do not concur with Alfie Kohn (see post), who appears to believe homework is worthless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that shows research to be useful, I did not see a convincing quantity of hard information to support doing away with all homework.
Yes, the quantity of research ought to be based upon the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it should be reasonably easy to offer mathematics research one night, reading or spelling one night, etc to prevent straining 5 to 8-year-olds. If teachers are innovative with assignments and in communicating the function of the task, trainees need to not become frustrated or bored. Those are my goals as a fourth-grade instructor. I see homework to extend learning. Would I designate 30 mathematics problems to students who I know would deal with them, or to trainees who have shown their understanding of the skill? No, in those cases, it is my task as the instructor to modify the projects.
Our textbook points out it can take 24 repeatings of an ability for a student to reach 80% proficiency. Kohn points out how students might become better at remembering, but not thinking. I see this as two different things; we need trainees to remember particular truths and then move on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in research some nights! My own children have actually brought house assignments I believed too lengthy or improper for one night. We do the finest we can, and if we have problems or issues, I reach out to the instructor. Understanding some students have little or no support in your home should be recognized by educators. Once again, excellent instructors make it an indicate know what some home situations might resemble and to customize appropriately. When possible, colleagues can work together, as described in two additional course short articles, by establishing a finding out laboratory or incorporating “Drop-In” times throughout the school day
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Homework can be a divisive subject in the education neighborhood, and we hope you can value this teachers point of view. How do you communicate with families about homework?

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