Nowadays children have also started using mobile phones for Cheating in their exam papers and to tell the answers to their fellow students. All these forms of Cheating are wrong and unethical, no doubt they are the shortcut to the goal. But not all the students are involved in Cheating. Cheating has many major after effects like they can get expelled from the school which can make them lose their self respect, integrity, etc. So, as elders we should try to make our children understand that Cheating in no way is acceptable.
Schools and parents must both actively discourage cheating if we have any hope of stopping this epidemic. Studies show that America is lagging behind other countries in academics. Our nation will not be globally competitive if we raise a generation of undereducated cheaters. Parents and teachers should emphasize the importance of integrity.
cheating in school essay
I do not agree with you, Im a straight A student and I know parents of my friends, many of them put strict rules and limits on their kids if they do not get good grades and in opposite give them rewards for getting good grades, and as a human I really feel bad for them and always help them on exams (im cheating by helping others), no difference between C- or B+, but my friend life will not be miserable! also it helps me to be friends with a lot of bullies or bad guys in school, so I say cheating is good because 1. human feelings 2. peace
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Admit it, everyone has cheated, or thought about cheating, on a test or quiz once or twice before. For some, it has become an instinct; A student may be falling behind and time is running out to figure out that last answer. Some peek at the tests around them and think nothing of it because it is just one answer, who can that harm? Meanwhile, some students cringe at the dishonest idea.
The ongoing questions remain, what are the teachers doing to stop cheating and what compels students to cheat in the first place? Many teachers watch students and walk around during tests to ensure that no one has a wandering eye. If a student does get caught, however, there is usually a consequence, as well as possible punishment for the student who was cheated off of. Consequences and punishments pose another question, why do students take the risk to cheat if they know they could get in trouble?
It seems students these days are finding more and more ways to cheat. Students are using their phones, writing on their hands, talking to other students during tests, hiding study guides and worksheets under their desks, and even stealing copies of the test to get a head start on the answers. Unless something is done to fix this cheating epidemic, students will continue to find new and creative ways to break the rules.
Cheating seems to be getting worse by the year, and students are only growing more creative in doing so. Schools and teachers are trying their best to put an end to the cheating epidemic, but students have to play their part as well.
In our school, cheating on math tests and worksheets are becoming a serious problem, with students using Chromebooks to pull up PDFs showing all answers to all math problems. Moreover, none of the teachers seem to notice or even seem to care about such problems. Even with Classroom Relay, a program that allows teachers to view Internet activity, the dilemma of cheating in schools is definitely not solved, let alone suppressed!
Sometimes as I decide what kind of papers to assign to my students, I worry about essay mills, companies whose sole purpose is to generate essays for high school and college students (in exchange for a fee, of course).
We requested a term paper for a university-level social psychology class, 12 pages long, using 15 sources (cited and referenced in a bibliography). The paper was to conform to American Psychological Assn. style guidelines and needed to be completed in the next two weeks. All four of the essay mills agreed to provide such a paper, charging us in advance, between $150 and $216 for the paper.
Right on schedule, the essays came, and I have to say that, to some degree, they allayed my fears that students can rely on the services to get good grades. What we got back from the mills can best be described as gibberish. A few of the papers attempted to mimic APA style, but none achieved it without glaring errors. Citations were sloppy. Reference lists contained outdated and unknown sources, including blog posts. Some of the links to reference material were broken.
And the story does not end there. We submitted the four essays to WriteCheck.com, a website that inspects papers for plagiarism, and found that two of the papers were 35% to 39% copied from existing works. We decided to take action on the two papers with substantial plagiarizing and contacted the essay mills requesting our money back. Despite the solid proof we provided to them, the companies insisted they did not plagiarize. One company even threatened to expose us by calling the dean and saying we had purchased the paper.
Many parents believe that growing up now presents adolescents with more complicated challenges than were encountered by previous generations (Sciafani, 2004). Teenagers need to develop certain attributes so they are able to cope with some predictable difficulties they can expect to face (Peterson & Seligman, 2004). A nationwide sample of 1,600 parents with students in elementary and secondary school was surveyed regarding the relative importance of teaching eleven values that relate to character development (Farkas, Johnson, Duffett, Wilson & Vine, 2002). The value ranked highest, chosen by 91% of the parents as being absolutely essential for them to teach their children, was "to be honest and truthful." One method of evaluating the performance of parents, in their own estimate, is to compare the percentage identifying a goal as essential with the percentage stating they have succeeded in teaching that particular attribute to their children. In this survey, a large gap of 36 percentage points separated the 91% of parents declaring honesty and truthfulness are fundamental lessons and the 55% reporting their instruction had been successful. This type of analysis shows that, even for aspects of role performance that parents consider indispensable, significant gaps can exist between their educational intentions and what they have been able to accomplish.
Teachers and students are also appropriate sources to assess whether family lessons about honesty and truthfulness have been learned. A survey of 356 high school teachers found that over 90% of them saw cheating as a common problem at their school and 50% speculate that students cheat in most courses (Bushweller, 1999a). The accuracy of these estimates is corroborated by a national survey of 20,000 secondary students responding to a poll in which 70% admitted cheating on assignments and examinations (Whitley & Spiegel, 2002). Some people may assume that the students who cheat are characterized by marginal abilities that cause them to depend on dishonesty as the only way to keep up with more intelligent classmates. On the contrary, when 3,000 students selected to appear in the prestigious Who's Who Among American High School Students were asked to describe their experiences, 80% acknowledged cheating on teacher-made and state tests (Lathrop & Foss. 2000). The high level of participation in deceptive behavior by this group of academic achievers reflects a 10% increase since the question was first presented to honor students twenty years ago. Among the adolescent leaders who admitted cheating in school, 95% also stated that they were never caught and considered themselves to be morally responsible.Cheating is not confined to the students attending middle school or high school. Considerable evidence suggests that deceptive practices are ubiquitous in colleges and universities (Cizek, 2003; Johnson, 2004; McCabe & Pavela, 2000). The Center for Academic Integrity at Duke University represents over 250 colleges that are collaborating to restore ethical behavior to the academic environment. Scholars participating in this consortium are developing principles for defining the levels of integrity that should be expected of students and formulating effective strategies for helping faculty encourage students to adopt honesty and ethical behavior as a lifestyle. The Center for Academic Integrity website is
Why do students from all age groups and levels of achievement participate in cheating? One line of speculation is that dishonesty in school is just a reflection of a much broader erosion of ethical behavior that has become commonplace in a society that tends to support self-centeredness over concern for others (Sommers & Satel, 2005). Another observation is that the concern over high stakes testing by states is a primary reason for resorting to deception, particularly by students who have difficulty in meeting the minimal competency skills required for high school graduation (Callahan, 2004). Other observers contend that teachers appear to be partially responsible for blame because they ignore evidence of character failure and do not hold their students accountable (Peterson & Seligman, 2004). There is general agreement among educators that an increasing number of parents seem obsessed with having their children perform better than classmates, regardless of the steps taken to attain desired results (Baker & LeTendre, 2005; Nichols & Good, 2004).There is a way to obtain a more accurate appraisal of how students feel than reliance on adults to interpret the adolescent experience. Polling, more than any other educational reform, could show students that society is interested in their points of view and wants to consider them. Since computers are in every school and electronic polling is an option, educators should make an effort to become more aware of how students perceive life in the classroom. In order to increase awareness, the authors have designed a set of polls for adolescents. All of these polls, administered on the Internet, focus on the student perceived conditions of learning and instruction. The multiple-choice format augmented by self-defined responses, demographics for data analysis, and explanation of how outcomes can be used to improve school environments are presented elsewhere (Strom & Strom, 2005). One of the polls emphasizes cheating at school and includes items regarding observed prevalence in classes, reactions to deception by classmates, punishment for test abuse and plagiarism, teacher usage of software for detection, observation of cheating adults, parent response to dishonesty of a daughter or son, identifying situations that constitute cheating, conditions that legitimize dishonest behavior, characteristics of cheaters, frequency of involvement with cheating, and reasons that motivate misconduct. This sample item reflects motivation and justification. The main reasons that peers in my classes cheat are:a. high test scores and good grades are necessary to get into collegeb. desire to please the parents who expect high levels of achievementc. others cheat which forces me to do so or risk getting poor gradesd. standards that are required to pass some courses are too difficulte. other Most adolescents agree that the identified options reflect prominent reasons to cheat. For the write-in, option e, students often mention "lack of access to free competent tutoring," and that "adults teach this kind of behavior by example." Every school district should have policies and procedures about cheating so faculty can respond to incidents they observe or are reported to them without fear of being subject to duress. Whereas 80% of students responding to the Who's Who Among American High School Students survey admitted they had cheated on tests, a separate survey administered to their parents found 63% felt certain that their child would not cheat in any circumstance (Lathrop & Foss, 2000). Perhaps such parents believe that teaching distinctions between behavior that is right and wrong is enough without also helping adolescents link this understanding with a sense of responsibility to behave in honest and truthful ways at school. A familiar outcome is that educators feel vulnerable to threats of lawsuits by parents when their child is accused of cheating. Many teachers worry that they may wrongfully accuse a student of cheating and have to suffer dreadful consequences that could follow. Indeed, 70% of educators agree that their concern about parent reaction discourages them from identifying and punishing cheaters. A disappointing and unintended outcome is student awareness that misconduct seldom leads to any punishment and therefore poses a low risk for them (Whitley & Spiegel, 2002). 2ff7e9595c
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