When thinking about research, instructors discover it advantageous to interact their policy with the families of their students. After recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, reviewed her homework viewpoint which includes the purposeful roles instructors and families play.

I do see research as having a function in the instructional process and I do not agree with Alfie Kohn (see post), who appears to think homework is useless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research that shows homework to be useful, I did not see a convincing amount of difficult data to support doing away with all homework.
Yes, the quantity of homework must be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it needs to be fairly easy to provide mathematics homework one night, checking out or spelling one night, and so on to avoid straining 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.

Research can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view. We want to hear your ideas about homework. What is your viewpoint? How do you interact with families about homework?

LE: What is your position on the issue of research?
I address as an educator and as the parent of school age kids when I answer this question. I do see homework as having a function in the educational process and I do not agree with Alfie Kohn (see article), who appears to believe homework is useless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows research to be beneficial, I did not see a convincing amount of difficult data to support doing away with 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 ought to be fairly easy to give mathematics homework one night, checking out or spelling one night, etc to avoid overloading 5 to 8-year-olds. I see research to extend knowing.
Our textbook points out it can take 24 repeatings of an ability for a trainee to reach 80% proficiency. Kohn points out how trainees may become better at remembering, however not believing. I see this as two various things; we require trainees to keep in mind specific realities and then move on to using those abilities as thinkers and problem solvers.
As a moms and dad, it can be tough to squeeze in research some nights! My own children have brought home tasks I thought improper or too prolonged for one night. We do the very best we can, and if we have issues or concerns, I connect to the instructor. Knowing some students have little or no support in the house should be acknowledged by teachers. Again, good instructors make it a point to understand what some home scenarios might resemble and to modify accordingly. When possible, associates can interact, as described in 2 supplemental course posts, by developing a discovering lab or including “Drop-In” times during the school day
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