Teaching a wide variety of students is a difficult task for a teacher. The teacher may not realize or understand the different ways in which children learn, and that could cost the child’s ability to keep up in class. To help counteract this, teachers can integrate research about students and teaching techniques so that they give each student the ability to learn to his or her maximum potential.
On the most basic level, teachers can use tests scores to figure out which children are excelling in a particular subject and which need more of the teacher’s attention to catch up. Teachers could also look at research about teaching techniques to try and figure out which would work best in their classroom. Perhaps the research says that children need social interaction to help foster learning, that might mean that teachers should focus on group work for students. The research might also say that students learn better when technology is introduced. That might trigger a shift towards incorporating videos and educational games into the classroom. The research that teachers use is very helpful but whether or not the teacher uses it will ultimately depend on the “feel” the teacher gets from each particular class.
On the other hand, teachers can work with researchers to further advance research on education. A teacher has their own mini test field in front of them each day. The teacher could use their students as subjects for research and collaborate with researchers on their findings.
The ties between research and teaching are becoming more and more intertwined. When I eventually start teaching, I’ll have to spend a large chunk of my time reading research and figuring out ways to incorporate it into my classroom. The amount of research I integrate into my classroom will also depend upon each class. Each class is different and the research may apply to one class better than another.
Research can also show which techniques may be outdated or wasteful within a classroom. One recent trend in educational research is debating the validity of homework. Some research says that homework doesn’t do much with regards to student learning while more traditional teachers still feel that it’s an important part of the schooling experience. I feel that homework should be utilized like many other things in life, with moderation.
The homework that we assign as teachers needs to be meaningful. If we assign worksheets, problems, and other homework children would consider “busy work”, children may miss the point of the homework and complete it just to get it over with (Farrow, Tymms, & Henderson, 1999, pg. 323). On the other hand, if we assign too much homework, children may feel overloaded and either partially complete assignments or not attempt to do them. Studies have shown that the longer children spend on homework, the worse they do in overall academic achievement (Maltese, Tai, & Xitao, 2012, pg. 68). As teachers, we need to find an equilibrium between too much and too little homework while keeping the content meaningful for children.
Teachers can also utilize parents when it comes to homework. Teachers are the ultimate tool for learning inside of the classroom, but parents can also be a useful resource outside of the classroom. The children who’s parents are active in their education often times do better in school than those who don’t (Rudman, 2014, pg. 19). The parents may show kids material from a different perspective, explain it in a simpler language, or give their child confidence they need to accomplish the assignment. Some also argue against homework, saying that it’s actually an intrusion upon family life (Kralovec, 2007, pg. 5). I disagree, homework could be a tool that could help families come together under a common goal. The parents could use it to catch up with their kids and see what’s going on in their children’s lives. The children could use it not only to get their homework done but to connect with their parents and realize that asking for help is not a bad thing.
If we figure out a way to use homework in moderation, we could use it as an important tool in children’s education that could positively affect a child’s life both inside and outside the classroom.
References:
- Farrow, S., Tymms, P., & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25(3), 323.
- Kralovec, E. (2007). A brief history of homework. Encounter, 20(4), 4-5.
- Maltese, A. V., Tai, R. H., & Xitao, F. (2012). When is homework worth the time? Evaluating the association between homework and achievement in high school science and math. High School Journal, 96(1), 52-72.
- Rudman, N. C. (2014). A review of homework literature as a precursor to practitioner-led doctoral research in a primary school. Research In Education, 91(1), 12-29.