We share evidence-based K-12 learning strategies that empower you to improve education.
Some teachers teach, but do they really know the criteria they are trying to teach? Not always. When a student has a question, do not ignore that child. Children will ask questions, answer them. If you can't you do not need to be a teacher. A child will have no need to cheat if they know the material they will be tested over.
Be creative and intresting. Children learn better if they've had an intersting lesson to remember on the test. It will stick with them.
I do agree with the first two answers. A teacher must set rules in his/her class. When a child does not follow by even the simplest rules, their actions should be followed by consequenes. Because whenever a child cheats in their class, they'll know their acitons will then too be followed by consequences. A teacher must let each child know at the beginning of his/her class their rules and consequences. This way, the child knows what to expcect from the teacher.
A teacher should also go into a disscussion about personal integrity. Let the child know that it is wrong to cheat, and cheating is lying.
If the teacher is a good classroom manager, the children will not try to over power the teacher. However, if the teacher does not know how to control a classroom, that teacher is in for a big disaster.
I agree with Gordon on this matter,
In the workplace environment team work and collaboration is usually the key to delivering a positive result. Whether it be completing a project or ensuring that the daily operations for a call center runs smoothly, the key is to work together.
Group assignments in schools today have the ability to educate students, but only if the topics are stimulating enough to get them to want to learn and learn together. Once the students process the information because they are curious to learn the facts, they will naturally do well in exams without cheating.
The challenge is to create innovative group assignments that give the freedom for students to work together while challenging their skills of interpretation and communications.
make different formats of the tests for every student so that the questions are different so if they cheat they're getting the wrong answers.......dont change the questions to the test, just simply change the order.
The best way to prevent cheating is to create assessments that require high level skills and not just recall and similar Bloom's Taxonomy levels.
I agree with many of the comments posted, particularly those regarding the pressure students bear to score high on standardized tests and earn grades that are nothing less than 'A'. The current environment does create a "me against the world" mindset rather than the kind of "we can do this together" collaborative learning experiences that are more meaningful and effective.
If you don't have the budget for Turnitin you can just copy/paste multiple sentences from your student's paper into a search engine "Search" box (ex: Google/Yahoo/Ask?etc.) and you may just find your plagiarized text!
Rename it collaborative learning or group work and the crime is gone!
Perhaps there wouldn't be so much incentive to cheat on tests if there weren't so much high stake testing and so much pressure put on students and teachers. The consequences of poor test scores have become so high that they are made to seem life altering and that there is no such thing as a second chance.
Collaboration is a good thing and a life skill. Encourage students to work with each other to solve problems (assignments and projects) where the atmosphere is "we" need to learn this, not "I" need to learn this.
Use assessments that are open ended and require synthesis and analysis of data/facts/others research such that students demonstrate they can connect learning into understandable, defensible (documented) conclusions. Assignments should align with the course benchmarks and have clear published rubrics that students understand and to which they are held accountable. Often students can help design those rubrics.
Is competition a negative in an academic environment?
Right on, Barbara! Questions or assessments that call for individual responses, not repeating back what has been read or said in class except as substantiation of points, lessens the possibility of cheating and shows best the understanding and internalization of the topics covered.