Homework can be a divisive subject in the education neighborhood, and we hope you can appreciate this teachers point of view. How do you interact with households about research?

I do see research as having a role in the academic process and I do not agree with Alfie Kohn (see article), who appears to think research is worthless, or worse, has a negative impact. While Kohn asserts there is nearly no research that proves research to be useful, I did not see a persuading quantity of hard information to support doing away with all homework.
Yes, the amount of research should be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be reasonably basic to offer mathematics research one night, checking out or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. Homework can be a dissentious subject in the education community, and we hope you can value this teachers point of view.

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When considering homework, teachers discover it beneficial to interact their policy with the households of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her research approach that includes the purposeful functions teachers and households play.

LE: What is your position on the problem of homework?
When I answer this question, I respond to as a teacher and as the parent of school age children. 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 useless, or worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that proves homework to be beneficial, I did not see a convincing amount of hard data to support doing away with all research.
Yes, the amount of research need to be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it must be reasonably easy to offer mathematics homework one night, spelling or reading one night, etc to avoid overloading 5 to 8-year-olds. I see research to extend knowing.
Our book points out it can take 24 repetitions of an ability for a student to reach 80% proficiency. Kohn points out how trainees may become much better at remembering, however not thinking. I see this as 2 different things; we need trainees to remember certain truths and then move on to using those skills as thinkers and problem solvers.
As a moms and dad, it can be difficult to squeeze in research some nights! My own kids have actually brought house tasks I believed unsuitable or too lengthy for one night. We do the best we can, and if we have issues or concerns, I connect to the instructor. Knowing some students have little or no support at home must be recognized by educators. Again, good teachers make it a point to understand what some house scenarios might resemble and to customize accordingly. When possible, associates can work together, as explained in two supplemental course articles, by establishing a discovering laboratory or including “Drop-In” times during the school day
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