When schools teach for wisdom, they teach students that what is important
is not just what you know, but how you use what you know- - whether you
use it for good ends or bad.
----Robert J. Sternberg
WISDOM: Knowledge applied
3. Spirit Whisperer Contemplation [back
What wall appears before you today? Could it be inviting you to find
another door? Could it be present in your life as a blessing, guiding
you in a new direction?
Every day in America, 2,806 students drop out of school.
"TEACHER TALK: What It Really Means" has just gone into its
twelfth printing. The popularity of TEACHER TALK is due to its effectiveness
in helping educators learn communication skills that build mutually respectful
relationships with students, helping them to become response-able, caring,
and confident. There are now 35,000 copies of this treasury of practical
verbal skills for teachers in print.
For quantity discounts on "TEACHER TALK" or for single-copy
purchases, contact Personal Power Press at email@example.com or call (toll-free) 877-360-1477.
Sign found in a middle school language arts classroom:
"Run on sentences cause all sorts of problems for readers and people
should never use them and must try to write better and divide their sentences."
7. Parent Training Opportunities [back
There is still time to do something extraordinary for the parents in
By becoming a certified Parent Talk System facilitator, you will join
a select group of people throughout the world who are already working
to improve family life in their communities.
Summer Training Schedule (SPACE IS STILL AVAILAVLE IN EACH TRAINING):
Dearborn, MI July 31, August 1-2
Contact Chick Moorman (firstname.lastname@example.org)
Wausau, WI August 4, 5, 6
Contact Lynn Gabriel (email@example.com)
8. Article: Let Them Cheat [back
Let Them Cheat
By Chick Moorman
We're cheating students by not letting them cheat!
Absurd? Ridiculous? Maybe not. It could just be that the best way to
deal with cheating is to let it occur. Let's take a closer look.
It is my view that cheating (copying answers, using someone else's paper,
etc.) is destructive and self-defeating both to the individual and to
the atmosphere of the classroom. It is therefore highly undesirable. It
is also my view, however, that attempts to prevent cheating are undesirable.
Teachers often use a variety of cheat-control techniques designed to
head off cheating before it occurs. Cheat-control strategies include:
1. Arranging desks so students cannot see one another's papers.
2. Using blockers to prevent students from seeing what their classmates
3. Walking around the room during test periods, saying such things as,
"Keep your eyes on your own paper."
4. Having students exchange papers before correcting them.
Without question, teachers can reduce the amount of cheating that occurs
in their classrooms by imposing such cheat-control techniques. Basically,
more cheat control equals less cheating - an understandable equation that
is used in classrooms throughout the world.
Superb cheat-control measures can go a long way toward preventing the
covert act from happening. Such measures may not eliminate cheating altogether,
but they can certainly bring it under control. It will remain under control
as long as the control remains.
But these measures are extrinsic; they come from a source outside the
student. For that reason, they require rigorous and constant enforcement.
The real measure of their effectiveness is only a "back turn"
or a "leave the room" away.
By employing cheat-control strategies in our classrooms, we program students
to look to us for control. We teach them that we, the authorities, are
responsible for their behavior. In doing so, we pass up precious opportunities
to teach self-control and personal responsibility. We rob our students
of opportunities to develop their inner authorities. In effect, we cheat
our students by setting up situations in which they can't cheat.
Students are cheated because they miss a chance to grow in self-responsibility.
They learn that others control their lives and are responsible for their
actions. They become secure in the protective shell of not having to take
responsibility for themselves.
Our students would be better served if we eliminated cheat control as
a preventive practice. It is precisely this type of prevention that prolongs
the existence of cheating by forcing it underground and keeping it unresolved.
As an alternative to cheat control, give students opportunities to cheat.
Let them correct their own papers. Use no blockers during spelling tests.
Post answer keys on the wall. Design self-checking materials. Leave the
teacher's edition on the resource table.
Begin by assuming no one will cheat. At the same time, know that some
students probably will, since students have learned all too well the importance
of right answers. Indeed, many have attached their feelings of self-worth
to the number of correct answers they get on their papers.
When the barriers to cheating are dropped, remember that those who choose
to cheat are not doing so because they are bad, or even dishonest. They
are cheating because they have not yet developed an inner authority that
guides them to practice integrity. They have yet to discover the difference
between the beauty of learning concepts and the insignificance of right
answers. In short, they have more important lessons to learn than the
spelling words or math problems that appear on their papers.
Once cheat control is ended, these students will demonstrate their need
for personal growth. Identifying them will not be difficult. You will
see them glancing at other students' papers or notice that they have the
same exact answers as the person seated next to them. You will see a pattern
of correct daily work and stumbling on retention checks. In essence, you
will catch them cheating.
Once the "cheaters" are identified, you can begin to assist
in their growth. Start by emotionally accepting them as they are, without
judgment. Confer with these students privately. Refrain from showcasing
your values by making "examples" of them. Share your concerns
honestly, concentrating on your direct observations. Speak to the situation
rather than to the character and personality of the student.
Work to fix the problem rather than to fix blame. Invite these students
into joint solution seeking with you. Keep the emphasis on the search
for solutions rather than on blame and punishment. Help them set goals
and develop an action plan.
In addition to helping students choose honesty and integrity, you can
work to control your own perceptions of cheating. When cheating occurs,
it is possible to look at it from a variety of perspectives. You can view
it as disgusting, dishonest, and immoral. If you do, you are likely to
react by implementing regulations that prevent its recurrence. Or you
can see cheating as a call for help and react as if it were an opportunity
for learning to take place. How you see cheating it is up to you. What
you do about it is also your choice.
Why not let students cheat? It just might be their best path to personal
power and inner strength.
9. Manage Your Subscription [back
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To find out more about books, tapes, and materials by Chick Moorman,
contact him at (toll-free) 877-360-1477 or on the web at www.chickmoorman.com.
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