Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAU5rdF04996; Tue, 30 Nov 2004 00:53:39 -0500 (EST) Date: Tue, 30 Nov 2004 00:53:39 -0500 (EST) Message-Id: <000a01c4d6a0$91885940$490a1845@DeepThought> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Woods" <woods@ncia.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1204] Re: Cheating?? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 910 Lines: 14 I believe that cheating is more a symptom of a flawed educational system than it is a defect in the integrity of a student. Students cheat because we overemphasize success and failure. If we could devalue the extrinsic rewards of education and instead let students discover their own intrinsic rewards, cheating would disappear. That is the end to which I devote a large part of my effort. In the rare circumstance in which I find academic dishonesty, I have to look at how my school has placed its values and the messages we have sent the student in order to fix the problem. Michele Craig suggested that as pressure on students increases, so too does cheating. This is very true... of both students AND teachers. I can remember reading about high school principals who were caught doctoring the standardized test scores for their schools. The solution, of course, is to remove the pressure. Tom
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