I do see homework as having a function in the academic procedure and I do not concur with Alfie Kohn (see post), who appears to think homework is useless, or worse, has a negative effect. While Kohn asserts there is almost no research study that proves research to be advantageous, I did not see a convincing amount of difficult information to support doing away with all homework.
Yes, the quantity of homework need to be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it ought to be relatively easy to provide mathematics homework 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 teachers point of view.

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When thinking about research, instructors find it useful to interact their policy with the households of their students. After recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reflected on her research philosophy which includes the purposeful roles teachers and households play.

LE: What is your position on the concern of homework?
I address as a teacher and as the parent of school age kids when I address this question. I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see article), who appears to think research is useless, or worse, has an unfavorable impact. While Kohn asserts there is nearly no research study that proves homework to be beneficial, I did not see a convincing quantity of tough information to support eliminating all research.
Yes, the quantity of homework must 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 provide math research one night, spelling or reading one night, and so on to prevent overwhelming 5 to 8-year-olds. If teachers are creative with projects and in communicating the purpose of the task, trainees must not become bored or disappointed. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I designate 30 mathematics problems to trainees who I know would deal 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 assignments.
Our book points out it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. Kohn points out how students might end up being better at keeping in mind, however not believing. I see this as 2 different things; we need students to remember specific truths and then move on to using those abilities as thinkers and problem solvers.
As a moms and dad, it can be hard to squeeze in homework some nights! My own kids have actually brought home assignments I thought too prolonged or unsuitable for one night. We do the best we can, and if we have problems or issues, I connect to the teacher. Knowing some trainees have little or no assistance in your home should be acknowledged by educators. Again, good teachers make it a point to know what some home circumstances might resemble and to customize appropriately. When possible, colleagues can work together, as described in two extra course posts, by establishing a finding out lab or incorporating “Drop-In” times throughout the school day
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Homework can be a dissentious subject in the education community, and we hope you can value this instructors point of view. We would like to hear your ideas about research. What is your philosophy? How do you communicate with families about homework?