Students and Cheating: Thinking it Through

When Students Cheat

by Harvey Craft

Wandering eyes might indicate cheating,
but be careful before accusing.

Cheating is wrong, but do teachers over-react to the offense? What is the best way to approach cheating? 

Cheating and Morality

Cheating has long been viewed as a moral issue. For most people cheating is the moral equivalence of stealing information. Reactions to cheating range from looking the other way to giving a zero, but there is a lack of consistency. Teachers are sometimes hesitant to accuse students of cheating; some are ready to jump on anything that looks like cheating. 

Truthfully, cheating is going to occur. Humans are just not that good. We do lots of wrong things. Most of us have a forgiving spirit and we find appropriate ways to deal with the transgressions of others. The IRS loses an estimated $300 billion yearly due to cheating on taxes, although most people think it's wrong. 

Fundamentally, schools are about teaching specific subjects, although we like to think that we can teach responsibility and character as well. Character development is a tough goal in most schools. All teachers understand the importance of good parenting in turning out a proper child. Unfortunately, the world has an abundance of poorly trained parents.

While teachers may be morally outraged by cheating, students may honestly not understand why it's big deal. The consequences they receive may push them deeper in to a belief system that tells them that authority figures are bad. 

When students cheat, they try to find some way to justify what they do to make it acceptable. That is what most adults do when we are caught in some transgression. Also, more students cheat than teacher catch. Some are better at it. Cheating is not a behavior that belongs exclusively to bad students.

Facts About Cheating can be Disturbing

Cheating has been studied widely for years. The results of different studies produce different information. Some findings are listed below: 

• cheating increases as students progress from lower to higher grades,
• high school students are less likely to report others for cheating than are elementary students,
• studies indicate that at least 75% of high school students admit to cheating,
• cheating is more common among college students with high grade point averages,
• the pressure for high marks is a major factor in cheating,
• while cheating on tests exceeds 70%, copying homework may exceed 90%,
• the vast majority of students who cheat are not caught,
• cheating is to a large extent learned behavior, as students see others cheat with impunity they do what others do,
• emphasis on grades instead of learning can lead to cheating.

Implications for Teachers

Much of what teachers do unwittingly encourages cheating. Specifically:

• assigning and grading homework,
• assigning projects that can be copied from the Internet,
• assigning books or other materials that are abridged in Cliff Notes, SparkNotes, etc,
• providing students questions that teachers believe will be on standardized tests,
• talking with students about their own dishonest behavior, like cheating on income tax,
• hesitating to question students about work that appears to be done by someone else e.g., a science project that is too exact, neat, and inappropriately sophisticated for a student's age,
• over-emphasizing grades to the exclusion of learning,
• giving open-book or take-home tests,
• allowing or encouraging the use of a "cheat sheet."

Implications for Parents

Some of the same issues apply to parents as apply to teachers, e.g., talking about cheating on taxes or other dishonest deeds. Parents are sometimes guilty of being overly critical of an assignment and assisting in some way instead of taking the matter up with the teacher. Projects can become the work of parents when children procrastinate or if parents see a project as an opportunity to raise a grade by offering too much help.

There is no question that grades are often over-emphasized and can become the raison d'être for attending school. Philosophically, grades are secondary to learning it is a lesson well-learned. Good grades can often represent compliance. Students who are held strictly to doing as they are told by parents and teachers may miss the point of learning, but do the right things to get high grades   painting by numbers can produce a pretty good picture even for someone who lacks painting kills. College may result in a huge expenditure without much compensation in the job market.

Parents help create a love of learning by discussing what is learned with their children, by reading to them, by having books in the home, by showing interest in learning as purposeful behavior, and by being involved in childrens' schools at some level. 

Cheating and its Consequences

A common consequence of cheating is a zero on the assignment, but this may not settle the matter. Cheating tends to be viewed as a nearly criminal act sometimes more serious than fighting or bullying. Adolescence is a time of emotional stress, and many teens are known to suffer from feelings of inadequacy, loneliness, and depression. An accusation of cheating can be devastating for some students. A wise teacher will be certain of the offense and deal with it swiftly.   

Moral outrage is not needed or appropriate when students are caught cheating. There is no purpose in a lecture to the guilty student or the class about the evils of cheating. Teachers should resist the temptation to use their moral compass to steer student behavior. Schools do, or should, have a consequence for cheating and that is what should be calmly followed. 

We should not consider cheating to be a uniquely deviant behavior and allow them to take away opportunities to learn by giving zeros. Many students will not flinch at getting a zero. Others will be disgraced. A better approach might be a requirement that a test be retaken under close supervision at an inconvenient time with some additional consequence of detention. Some teachers will want to give zeros, but a public education is so vital that students must not be denied opportunities for maintaining their grades because they make bad choices. Parents should be informed, of course.  

Cheating, because of the possibility of emotional consequences, should be handled tactfully without outrage and condemnation. Always have in-school counseling available as an option.

What Can Be Done About Student Cheating?  neatoday.org  

Cheating   kidshealth.org

Improving and Guiding Student Behavior

High interest activities reduce student problems.

Despite the wealth of helpful information about why students misbehave, many teachers continue to cling to use the same old methods with marginal or no success.

by Harvey Craft

Most students understand the difference between good and bad classroom behavior. Most students will choose to behave properly because they have been taught to so. That’s the good news. One doesn’t need to be a teacher to know that the classroom can be a stressful place. Anyone who has been a student can recall confrontations between students and teachers, and we have a pretty good idea of the teachers in our pasts that were effective at maintaining control and those who weren’t. Those recollections can serve as a starting point for establishing our classroom strategies.

My reference to “strategies” is intentional. Teachers need a plan based on knowledge of human behavior and often just common sense. Understanding that “tricks and tips” are not the solution is important. Ethical, honest is essential to a plan that promotes mutual respect.

1. An Attractive Room.

Some teachers enjoy decorating their rooms in preparation for the first day of school. They have an advantage already. An attractive classroom is important, but it should be a student-centered classroom. 

This student has volunteered to hand out materials.

Too often, teachers think sarcastic signs and posters are funny, and maybe they are to some adults and even some students. But being welcomed by “Your mother doesn’t work here!” or “No whining!” is offensive to many students and parents who will visit. Don’t post signs supporting your political candidate — even with the very young, politics can be a contentious point especially if it is at home. Parents may be less supportive knowing that the teacher support s someone who they think is an idiot.

Give students some ownership of the way the class looks. Allow them to volunteer to change bulletins boards or make other reasonable changes. Accept volunteers to empty trash cans and pencil sharpeners.

2. Responsibilities.

These are often called “rules,” but rules have a way of being negative, too brief, and are not a good basis for establishing bonds between and among people. Responsibilities are simply rules lite! I.e., a polite way of expressing those behaviors that will help maintain a proper environment for instruction. Remembering that some students will not come to school without a sense of responsibility is wise — challenges will occur; plan accordingly.

Try to keep responsibilities to a short and positive list – 10 is good. There is little need to try to cover everything students are expected to do because there are too many — really. There will be school rules which teachers don’t need to repeat on their list. Teachers should be sure that the responsibilities listed address things that will be addressed if students ignore them. Threats are never appropriate! Management of a classroom should be a part of the teacher’s day — students will be corrected politely, instructions will be given, someone will be asked to pick up paper that they dropped, etc. Don’t preach; don’t embarrass! Just do it!

3. Don’t rely on what other teachers do.

Design responsibilities that are based on creating a safe, positive learning environment. While there are many cute ideas that teachers employ to control students, some are coercive, unfair, and can generate negative thoughts in students. If a teacher mistreats or embarrasses a student, classmates may emotionally take side with the offending student even if he or she is not particularly popular; they have expectations of teachers, and most will expect adult, fair behavior.

Teachers try a number of crazy, unfair practices to maintain order. Many of them are simply bad practice — e.g., punishing an entire class when one or two students do not obey a teacher’s instructions. This seems unfair to students because it is. It compares well with arresting a whole neighborhood because one person does not stop at a local red light.

Pay attention to the kinds of classroom problems that other teachers have and how they manage them, but avoid playing “ain’t it awful,” and engaging in gripe sessions in the teachers’ lounge.

4. Be Analytical.

When teachers have notable successes with managing behavior or terrible failures, sitting down in a quiet place and analyzing what happened and why can help them learn about future problems. Keep Maslow’s Hierarchy in mind.

Use the Internet to research reputable sites that provide objective information what works and what doesn’t. Many of the things that people believe are simple wrong. Verify ideas that sound wacky or unfair.

Remember that all behavior — good, bad, or apathetic — is meaningful. Don't quickly label students based on what they do, rather try to place an intelligent interpretation of what the behavior means. By understanding, one can often plan effectively to help students improve.

Also, when students continue a disruptive behavior it helps to know that people find some emotional return for their actions. Try to discern what students are getting from their actions. What is the “payoff?”

5. Be Wary of Rewards. 

Reward, incentives — whatever term one prefers — are fundamentally manipulative. They do not equally reinforce all students and they do not focus on intrinsic motivation, which is essential for responsible learners. 

There is a frightening trap with using rewards: giving candy and prizes to students is a pleasant experience for teachers; everyone enjoys making others feel happy. Teachers receive positive reinforcement from giving and can become hooked on the feeling that comes from giving and attach a reward to practically every task creating highly materialistic, selfish students.

Relationships are best built on exchanging human virtues like kindness, recognition, friendliness, etc. One’s personal friends do not have expectations of material exchanges, but expectations based on positive feelings. Teachers who are compassionate, friendly, enthusiastic, helpful, patient, and who use humor have what students really want in a teacher.

6. Don’t Demand Strict Obedience.

A teacher can be in control without absolute quiet.

Strict teachers are boring. A class that is afraid to make a sound or look out the window now and ten is a class that does not feel safe — the teacher is a threat. Students should have no doubt about who is in control, but teachers can achieve respect by being consistent about responsibilities and expectations. Have a simple hand sign that means “quiet;” avoid shouting to bring order, but use a sign or countdown. If shouting is used often, students will quickly learn that the teacher doesn’t “mean it” unless he/she is screaming.

Consider offering a brief “timeout” between lessons or after something that is really tough. During the timeout, students can stand, stretch, and speak quietly to neighbors and then get quickly back to work. A break tends to make the class pass faster for them, and they appreciate being given the chance to show that they can responsibly manage the break.

Discuss behavior with students during calm times. Ask them to assess their own behavior. E.g., is there something they might feel they should try to improve? Write it down and keep a record. The wrong time to talk about behavior is in the middle of, or minutes after, “an event” when the teacher may be angry and the students are hyper.

7. A Calm Voice Turneth Away Wrath.

Teacher should be models of self-control. That doesn't mean they surrender their right to show anger, but anger can be calmly displayed. Teachers have every right to human emotions, but there should never be any doubt about who the adult is. Students refine their own behaviors based on observations of adults. Use good manners! “Please” and “Thank you” are never out of style.

The same rules apply when talking to parents. A calm, professional tone is best — parents will come to the defense of their child if a teacher is too harsh in describing negative behavior. The more parents who get positive messages from a teacher the better things will go for both.

Greet students as they are encountered elsewhere at school, at lunch, in the community. Students appreciate being recognized by teachers. Wait at the door and welcome each student individually as they enter the classroom. Start class by standing up in the front of the class and clearly state what they will be doing on that day.

8. Expectations are not Chiseled in Stone.

Flexibility is essential in the classroom. Rigidity can back teachers into a corner — particularly new teachers who may be unaware of what works and what doesn’t. Monitoring student behavior and attitudes is always helpful. Do they need more independence or less homework?

Discuss how they feel about class expectations and the learning environment generally. Some students can be surprisingly intuitive and offer suggestions that are practical and helpful. 

9. Expect to Make Mistakes.

Beginning any new job can be a challenge. First-year teachers often experience unnecessary stress because their expectations for themselves are unrealistic. The results of the first test is often lower than hoped for, but remember that students need time to learn how teacher assess. One idea is to ease them into assessment with shorter, less challenging tests and quizzes to build confidence.

Teachers are often surprised at how little time they have to complete the paperwork teaching demands. If that is the case, you might be giving too much work — especially homework. Homework doesn’t need to be graded — it’s a formative assessment.

Be willing to admit mistakes. One doesn’t need to make a big deal of it, just a sincere admission that a mistake was made. Students will appreciate the assurance that the teacher is willing to demonstrate the same responsibility expected of them.

10. Classroom Interactions. 

Correct small transgressions quietly and politely. Don’t be a mean teacher! If there is a mean-spirited streak that creates conflict, lose it! Teachers often need to call on firm patience. Loss of control does not set a good role model. Quiet vigilance is always appropriate. Move around the class to monitor behavior.

Refrain from talking about discipline, punishment, and generally threatening actions that accompany misbehavior. Once responsibilities and expectations have been established, students will need time to understand that the teacher intends to hold them accountable in a calm, respectful manner. Threats weaken a teacher’s position.

When tests or quizzes are given, refrain from talking about grades. Talk about learning. By the way, it isn’t necessary to grade everything that students do. Acknowledge it, post it, send it home, but teachers who grade everything are setting themselves up for exhaustion. Be sure that what they do has relevance to learning. Explain to students that some things they do are to help them practice a concept and that the assessment comes when they see something like it on a test or quiz. 

Without good management skills, learning will suffer. The considerations above will help, but teacher attitude is crucial. Teaching is always hard work. If students see teachers as friendly and genuine, they are more likely to respect the responsibilities and expectations placed before them. 

How Useful is Homework in Student Learning?

As an instructional tool the value of homework is severely limited. 

In one corner there are those who argue that homework is an essential part of instruction – it builds responsibility, improves study skills, etc. In the other corner, with equal vitality, are those who want to ban homework – it creates extra work for teachers and interferes with family plans. Homework still polarizes educators, and there is a broad spectrum of opinions between the poles. A heavy emphasis on taking school assignments home is a fairly recent practice. It's use began to take off in the years immediately following the launch of the world's first manmade satellite – Sputnik – by Russia in 1957. The U.S. was embarrassed by this loss in the space race and panic pushed educators toward improved practices, since the assumpton was that schools had failed. Decades later, homework has still not shown to be a great idea. 

Homework is not Simply Something that all Teachers Do

Individually posted teacher policies present a myriad of procedures to encourage students to turn in the assigned work. School and district sites sometimes place stern warnings for students to do their homework or face disciplinary procedures,

Homework is, to say the least, problematic. There are many popular Internet teacher sites where teachers can exchange ideas across the nation. A perusal of these sites indicates that homework is of great concern to teachers. Teacher policies about whether or not to grade homework, how much it should count, and other matters create unnecessary worries.. Homework is a formative assessment. That single fact can put an end to the homework quandary.

Homework Invites Controversy

Part of the divide has resulted from the fact that homework as an instructional tool has developed in an uncontrolled manner with few rules governing its application and correct role. There is no one thing called “homework,” and in many cases isn’t even done at home, but at the end of class. Another problem is the myth that everything that students do must be graded. Arbitrary “solutions” have been initiated by many schools and districts.

Chief among them are decisions to allow no grade lower than fifty – or some other arbitrary level to be recorded. This is a way to maintain student motivation and respond to the problems created by zeros, but it is simply a convenient invention.

The practice has become common across the nation. Humble, Texas includes the policy in its student handbook, as does St. Simon Stock School In Bronx, NY. Monroe Middle School in Monroe, NC forbids the "recording or averaging of any grade lower than 60." Variations of these policies are frequently posted on the Internet. These policies have troubled teachers who see it as grade manipulation, and it is, but with good intentions. School policies serve better when they are based on a logical process.

Homework Needs a Redefinition and New Purpose

An analysis of the problem reveals a possible real solution. First, teachers need to understand that homework tends to fall under the category of formative assessment – those things teachers do while students are learning a new topic or set of standards. Students must be retrained to believe that work has value even when it is not graded. Schools have become institutions that place too much emphasis on grades. Schools must dedicate themselves to emphasize learning for the sake of learning.

Teachers need to convince students – starting with students’ first-ever homework assignments – that homework addresses what they will need to know when they are assessed with quizzes and tests – i.e. summative assessments. It gives them an opportunity to study these things and review them the next day in class and make correction as needed. Teachers will quickly check off whether or not the student has done the homework in order to let parents know if students are doing homework. That’s it! No grading, no arbitrary methods of turning checks into grades, and no zeros.

Students should be encouraged to use homework as part of the material to study for assessments. Next a summative assessment is given. Some of the assessment should sample knowledge gained from homework. When the assessment is scored, the students who were serious about using homework as an opportunity to study will score better than those who didn’t, provided the homework assignments and the assessments were in agreement. In this way, what was learned from homework is finally graded.

The same factors that might have caused poor homework grades are still in effect for better or worse but significant positive changes will result:

• Those horrible zeros have been eliminated.
• Homework is now about learning instead of chasing grades.
• Homework is for practice and diagnosis.
• Fewer papers to grade.No need for special homework grading methods.
• The responsibility issue is still intact.
• The teacher can still see the relationship between homework and test grades.
• Bribes and reward systems are no longer needed.
• Copying homework is now no worse than copying notes.
• Student evaluation stresses summative assessment; evaluation “pollution” is reduced.
• Less stress for all.

Link:

The Homework Myth

Some of the Worst Instructional Mistakes Teachers can Make

Many teachers spend a career doing the wrong things. What's worst is that some are aware that much of what they do is poor teaching and teachers continue because they are unable to adapt to new ways, or some are just "wrong-spirited" and seem immune to new ideas.

#1. Grading formative assessments. Homework, for example, is generally for diagnosis and practice. It has two serious defects as a gradable assessment: (i.) it can be -- and often is -- copied; and (ii) it often violates the principle of grading something  that has not yet been thoroughly taught -- that's why it is designated as a "formative" assessment.

Likely, the most common reason for grading it is personal deriving from the notion that the teacher told students to do it and feel as though the student disobeyed by not doing it. The grade is a punitive action for the disobedience and a reward for compliance.

 

A picture of a mother teaching
responsibility.

Perhaps equally common is the belief that "If I don't grade it, they won't do it." That is due to the fact that many students have been    "taught" that school is about grades and learning is secondary. Students often do not understand that well-conceived homework is about learning and not grades. After receiving a few grades for homework students expect it. 

Finally, many teachers believe that homework develops responsibility. Actually, responsibility develops homework. The seeds of responsibility are planted and nourished at home and responsible students do homework because their parents engendered positive habits. Students with parents who don't nourish children get penalized. 

Suggested reading for #1        

#2. Over-Reliance of Punishment and Rewards. Teachers often face a genuine dilemma when students  misbehave or violate class rules. They often turn to some type of punitive retribution that may or may not bring about positive changes in student behavior. Punishment can create as many problems as it solves and may be effective at temporally stopping bad behavior but useless at creating long-term positive changes.


Rewards to increase positive behavior or enhance learning can likewise create serious and unexpected consequences. To believe  that material rewards are necessary for learning is simplistic and incorrect. 

Careless use of rewards by teachers
may discourage charitable behavior.

Most of us are raised on a reward/punishment routine by our parents, so it seems OK to apply the same techniques in class, but there are ethical and behavioral issues with both. Punishments have been briefly discussed above. As for rewards, teachers should know that rewarding expected behavior is equivalent to giving a payoff for doing things that are simply right and should not be rewarded. Charitable behavior, for example, is something we want people to internalize as "a right thing to do." It becomes an ethic, and the "reward" should not be an expectation of a prize, but a good feeling from within. 

Suggested reading for #2.

#3. Poor Evaluation Techniques. No. 1 (above) addresses the issue of grading homework, but there is a large class of student work that need not be graded. They are generally called "formative assessments" and include lots of written classwork (like worksheets) which students complete while they are learning something new. Getting students used to completing work that they know will not  be graded may seem difficult, but the solution lies in convincing them that what they do helps them learn the material for formal testing (summative assessments). That also means that teachers must plan and select class activities that actually do help students learn. 

The big bonus for teachers is that there are fewer papers to grade, since students can correct answers in class. Teachers must help students see the relationship between formative work and summative grades. Parents should be kept up to date about whether or not students are completing formative work-- not because it is graded, but because failure to complete formative assignments can result in lower grades on tests.

Many teachers record 40 or more grades per student per grading period. Some of  these grades are for non-academic work like returning important papers with parental signatures, scores for good behavior, deductions for tardiness, etc. Grades or unfortunately used as bribes, rewards, and punishments. Lots of teacher do it, but it is still wrong.
Suggested reading for #3.

#4. Poor Discipline. Often during class two or three students might continue to talk or be disruptive despite the teacher’s warnings. A common practice is to announce that if unless everyone behaves that the entire class will be punished in some way. This is equivalent to arresting everyone present in a bank even though all of the evidence makes it clear that only one person committed the crime!

Use positive discipline to develop trust  and cooperation.

The intent of this type of negative discipline is to create resentment toward the offender and turn peers against one another. Often the one or two guilty students aren't the most popular kids in school anyway, and punishing the class distances them even more from good role models who typically behave. Holding each member of a class responsible for controlling the behavior of all makes little sense. It is a Machiavellian power approach -- the ends justify the means. If it works, it is deemed "good." 

What these teachers fail to understand is that creating resentment in students is not a good idea. The teacher has made a judgement call that "bad" students deserve to be disliked by peers. Also, students correctly see this technique as unfair and are more inclined to label the teacher as unfair. 

The responsible, well-behaved students in the class may  behave better because they fear the irrational actions of the teacher, not because they respect  the teacher. Those students who cause the problem initially feel great-- they may not like others in class and have found a way to manipulate the teacher. If the resentment created is strong enough, the offending student(s) may become targets of physical violence if the mistreated students decide to take retribution.

Suggested reading for #4.

#5. Too many Notes. Notes are a pat of the learning process, especially as students get older. But teachers who depend on notes and lectures daily are making a big mistake. Some teachers learn that giving notes can help bring quiet to a noisy class by giving them something to do. I.e., students who are busy writing are not as likely to get involved in misbehavior. 

This does not mean that the students who are busily copying notes are involved in a learning activity. It means that they have something to do. It's like "doodling," and compliance in note-taking helps defeat the boredom of sitting quietly and paying attention. There is no guarantee that students will use notes to study. Indeed, they may never look at them again.

Before using notes teachers should offer tips to students about taking and using notes.

• Listen to what is said by the teacher. Be confident about listening skills.
• Writing word for word is not necessary. Key words and concepts can be studied later.
• Abbreviate liberally. Develop unique shorthand symbols.
• Don’t copy what is already known well.
• Ask questions for clarification.
• Students should organize notes in a way that they understand.
• Use highlighters to emphasize key points.
• Have a designated notebook for notes. No loose-leaf paper that ends up stuffed into a book bag.
• Review notes soon after taking them. Compare them with classmates.

There are many ways for students to take notes. Teachers should not dictate a precise method. The important thing is that the notes are meaningful and useful to the student. 

Notes have their place, but teachers who use them as the main instructional method on a daily basis run the risk of being boring and ineffective.

Suggested reading for #5. 

#6. Failure to Know and Treat Students as Individuals. One size does not fit all. Cookie-cutter teaching does not reach everyone. The expectation that all students will react identically to one method of teaching is flawed. 

Teachers need to know something of significance about each students. They need to know something of their families, their hobbies, their reading and math abilities. This does not mean  we delve into their personal lives for sordid details, but the social  grapevine in schools is fruitful and paying attention to it can provide insights into behavior and academic progress. 

Differentiate instruction when possible. With cooperative work, mix the groups frequently rather than allow the same students to work together all the time. 

If students are failing assessments due to particular deficits in basic skills, make tests that are fair to a broad group of students. Be sure vocabulary is appropriate and sentence structure is appropriate for the entire class. 

Talk with parents to gain understanding of students. No need to pry, but parents are usually anxious to share issues that might become barriers. 

Take time to engage each student in polite conversation as time allows. Make each one feel welcome and noticed. Validate their existence as persons of worth. You may be the only person to do so. 

Really Bad Classroom Discipline Practices

Really Bad Classroom Discipline Practices

"The ends justify the means." (Attributed to Machiavelli.)

There are many techniques that teachers have used from the beginning. The very worst evolve from poor understanding of human behavior and justice. They tend to be based on the little known philosophy of consequentialism, which in its simplest form defines moral behavior in terms of results. 

Consequentialistic behvior is observed frequently in children because they have not yet learned that our society is based on pre-established morals which define how we should act first. The outcome may be unpleasant, but we are willing to accept the consequences because of the rules of an accepted morality. In other words,"Do the right thing."

Consequentialism when applied by teachers can reinforce the use of the behavior in children and offer an unclear model of justice or "fairness."

Consequentialism in The Classroom 

These rules are offered in  no particular order. They are all demonstrate a weakness in classroom management skills.

1. Punishing the who class when because one or two students do not comply with the teacher's request. In the adult world this could be compared to making everyone leave a movie theater because someone is talking on his cell phone.

2. Assigning homework as punishment because the class was talkative. This practice defines homework as "punishment," rather than a learning experience. In teaching, there are good days and bad days-- get over it!

Mom has homework because her son's
class misbehaved.

3. "Zero tolerance" rules. Although intended to demonstrate a no-nonsense approach to the worst violation (E.g., drugs, weapons, etc.), they really allow administrators to bow out of the decision-making process. Extreme examples of zero tolerance are rampant. They can have consequences that are entirely inappropriate for the violation.

4. Reading an intercepted note aloud to the entire class. Children often use poor judgement about what they choose to put in writing. Sometimes their words can be intensely embarrassing when heard by others or might even place them in jeopardy. Either possibility is not a desirable form of punishment.
5. Rewarding children for behaviors that are generally accepted as societal norms. Doing so can turn well-behaved children into materialists. As adults we don't expect someone to suddenly appear an hand us a five-dollar bill every time we leave a store without having shoplifted. 

When to Scream at Students

Teachers should exercise care when managing the classroom. Here are 8 good reasons to scream at students.

Scream at students when:

1. His hair is on fire;

2. You see dynamite with a lit fuse in his desk;

3. He is tossing a large number of $20 bills into the air in class;

4. A poisonous snake is about to crawl up his pants leg;

5. A truck outside is headed at a high speed toward the wall next to his desk;

6. He is about to pour over 100 ml of any strong acid down the shirt or blouse of another   

    student in science lab;

7. At lunch, he is about to throw a plate of spaghetti at the principal;

8. He is headed straight for you or a classmate with a weapon in hand.                                                  
   

   Otherwise:
   "A soft answer turns away wrath, but a harsh word stirs up anger."