I do see research as having a function in the educational process and I do not concur with Alfie Kohn (see article), who appears to think research is worthless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that shows research to be beneficial, I did not see a convincing quantity of hard information to support doing away with all research.
Yes, the quantity of research must be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it must be reasonably simple to offer mathematics homework one night, checking out or spelling one night, etc to avoid overloading 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can value this instructors point of view.

Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this instructors perspective. We wish to hear your ideas about research. What is your philosophy? How do you interact with families about research?

LE: What is your position on the problem of research?
I answer as a teacher and as the moms and dad of school age children when I address this question. I do see research as having a function in the academic process and I do not agree with Alfie Kohn (see short article), who appears to think homework is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that shows research to be helpful, I did not see a persuading amount of tough data to support getting rid of all research.
Yes, the quantity of homework should be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be fairly easy to provide mathematics research one night, reading or spelling one night, etc to avoid overloading 5 to 8-year-olds. Trainees ought to not become frustrated or bored if instructors are imaginative with tasks and in communicating the purpose of the project. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I appoint 30 math problems to trainees who I know would have a hard time with them, or to trainees who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to modify the tasks.
Our textbook points out it can take 24 repeatings of a skill for a student to reach 80% proficiency. Kohn points out how students may end up being better at keeping in mind, but not thinking. I see this as two various things; we require students to keep in mind particular facts and then move on to utilizing those abilities as thinkers and problem solvers.
As a parent, it can be tough to squeeze in research some nights! We do the best we can, and if we have issues or issues, I reach out to the teacher. Again, great instructors make it a point to know what some home circumstances may be like and to customize accordingly.

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When thinking of homework, teachers discover it useful to interact their policy with the families of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, showed on her research approach which includes the purposeful functions instructors and families play.