Homework can be a dissentious subject in the education community, and we hope you can appreciate this teachers point of view. We would like to hear your ideas about homework. What is your viewpoint? How do you interact with households about homework?

I do see research as having a function in the educational procedure and I do not agree with Alfie Kohn (see post), who appears to think research is worthless, or even worse, has a negative impact. While Kohn asserts there is almost no research study that proves research to be beneficial, I did not see a convincing quantity of difficult information to support doing away with all homework.
Yes, the amount of research must be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it should be reasonably easy to offer math homework one night, reading or spelling one night, etc to avoid straining 5 to 8-year-olds. Research can be a dissentious subject in the education community, and we hope you can value this instructors point of view.

LE: What is your position on the issue of research?
When I address this question, I respond to as a teacher and as the parent of school age kids. I do see research as having a function in the instructional procedure and I do not concur with Alfie Kohn (see post), who appears to think research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves homework to be beneficial, I did not see a convincing quantity of tough data to support doing away with all research.
Yes, the amount of homework should be based upon the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be relatively simple to offer math research one night, checking out or spelling one night, etc to prevent overloading 5 to 8-year-olds. If instructors are innovative with projects and in communicating the function of the task, trainees ought to not end up being disappointed or bored. Those are my objectives as a fourth-grade instructor. I see homework to extend learning. Would I appoint 30 mathematics problems to students who I understand would battle with them, or to students who have shown their understanding of the ability? No, in those cases, it is my task as the instructor to customize the tasks.
Our book points out it can take 24 repetitions of an ability for a trainee to reach 80% proficiency. Kohn points out how trainees may end up being much better at keeping in mind, but not thinking. I see this as two various things; we require trainees to keep in mind certain truths and then move on to utilizing those abilities as thinkers and issue solvers.
As a parent, it can be tough to squeeze in homework some nights! We do the best we can, and if we have issues or problems, I reach out to the teacher. Once again, excellent teachers make it a point to understand what some home scenarios may be like and to modify accordingly.

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When thinking of homework, instructors discover it advantageous to communicate their policy with the families of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reflected on her research approach which includes the purposeful roles instructors and families play.