| Cheating is becoming more and more of a | | | | always taught in conjunction with the child's needs |
| problematic issue in education in many classrooms | | | | and abilities. Test administration can be rethought to |
| around the world. The issue of cheating is far | | | | to lay out new expectations regarding class time for |
| however from being solved: cell phones and text | | | | preparation for tests. |
| messages have become an additional culprit for | | | | What Should You Do? |
| cheating on tests and it is uncertain how future | | | | If you find yourself still in an awkward situation, |
| technology will continue to affect the cheating | | | | unable to stretch beyond the curriculum definitions |
| situation. | | | | and limitations, it is important to find out what is the |
| Causes for Cheating in School | | | | school policy on cheating so that you know where |
| Students cheat because of many reasons, the main | | | | you stand in case you do run into instances of |
| being that they don't feel they can succeed on the | | | | cheating. |
| the test and as a result, they feel a need to cover | | | | Your first line of defense is to prepare multiple |
| up for whatever weaknesses they may have. | | | | versions of the same test. This is completely free |
| In the meantime however, it is important for you to | | | | shareware. It works for all questions. |
| know where you as a new or seasoned teacher | | | | In addition, here is a list of responses, which might be |
| stand with regard to cheating in elementary, middle | | | | part of your school policy or you might wish to bring |
| and High School. It is also equally important to know | | | | it up with your school staff. What other reactions |
| what other teachers' feelings regarding cheating. Do | | | | prevail by other teachers regarding cheating? |
| they... | | | | - no credit for the test or assignment cheated on |
| | | | - negative grade on the test or assignment |
| 1. Feel strongly about cheating, respond strongly | | | | - sent to the principal |
| when it happens? | | | | - sent to the class teacher |
| 2. Punish it when it happens, but don't convey strong | | | | - private talk with the teacher |
| indignation. | | | | - discussion with the whole class (no names |
| 3. Respond not very assertively, would really rather | | | | mentioned) on rights and wrongs. (follow-up should |
| not know. | | | | be immediate) |
| 4. Don't take any notice. | | | | - class discussion leading to clarification of rules and |
| Stop Cheating in School: Classroom scenarios before | | | | penalties about cheating. (follow-up should be |
| the test | | | | immediate) |
| The atmosphere at school can definitely exacerbate | | | | It should be very clear to pupils about the code of |
| the cheating situation. But, there are instances when | | | | cheating and what types of behavior will not be |
| a child believes in his or her ability to succeed, which | | | | tolerated. Students are always looking where to |
| has a positive effect on his or her learning and | | | | stretch the limits (especially now with the new |
| self-esteem. | | | | technology) and it is important that you are backed |
| When students plan and design their own test | | | | up by school policy and / or the decisions of your |
| questions together for instance, with the teacher and | | | | particular staff, before you commit to informing the |
| under teacher supervision and guidance they are not | | | | students on a consequence that has not been |
| only digesting the information, but they are working | | | | implemented previously. |
| towards higher level thinking skills, which are not | | | | |