When thinking of research, teachers find it advantageous to interact their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reflected on her homework philosophy that includes the purposeful roles teachers and households play.

I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see short article), who appears to believe research is useless, or even worse, has a negative effect. While Kohn asserts there is practically no research study that shows homework to be helpful, I did not see a persuading amount of hard information to support doing away with all research.
Yes, the amount of research need to be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it should be relatively simple to give math research one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Homework can be a divisive subject in the education community, and we hope you can appreciate this instructors point of view.

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

LE: What is your position on the problem of homework?
I address as a teacher and as the parent of school age children when I address this concern. I do see research as having a role in the educational process and I do not agree with Alfie Kohn (see 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 quantity of tough data to support eliminating all research.
Yes, the quantity of homework need to be based upon the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it ought to be reasonably basic to give math research one night, reading or spelling one night, and so on to avoid overloading 5 to 8-year-olds. If teachers are imaginative with projects and in communicating the purpose of the task, students should not end up being bored or frustrated. Those are my objectives as a fourth-grade teacher. I see research to extend knowing. Would I designate 30 mathematics problems to trainees who I know would battle with them, or to trainees who have demonstrated their understanding of the skill? No, in those cases, it is my task as the teacher to modify the tasks.
Our textbook points out it can take 24 repeatings 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 two various things; we need trainees to keep in mind particular truths and then move on to using those abilities as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in homework some nights! We do the finest we can, and if we have issues or problems, I reach out to the teacher. Again, excellent instructors make it a point to know what some home circumstances may be like and to customize appropriately.

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