CHAPTER 9: Practices that value knowledge, not environment or behavior
1. In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
2. Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
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1. In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteCommon consequences for missing a deadline for completing a school quality survey, submitting progress reports, or student reports for an IEP or 504 meeting include a warning or a verbal scolding from an administrator. Oftentimes, teachers will receive early notification and also multiple reminders leading up to hard deadlines for something like turning in report card grades to ensure that teachers complete the task in a timely manner. If a teacher continually makes a habit out of not adhering to deadlines for something important like mandatory teacher evaluation tasks, there could be a possibility that the teacher loses their job. The vast majority of consequences still require the person to still complete the task. Administrators will want the teacher observation reflections turned in a day late, counselors will want the teacher to provide student updates as soon as possible, and a school psychologist will want a behavior checklist as time allows. I learned about the five potential aims of punishment including deterrence, incapacitation, rehabilitation, restitution, and retribution. One change in my practice is to be more intentional about the rehabilitative efforts that surround a student who cheats or doesn’t participate in class. I will implement clear expectations in my course syllabus that students who are caught cheating or miss a deadline will still need to complete the assignment on their own.
2. Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Cheating is a reflection of greater engagement than if the student simply skipped the assessment because the student may still be showing that they care enough about their education to still submit something. If the student had flexible deadlines and if the teacher were able to understand some of the reasons why they cheated (e.g. family emergency, bullying, lack of understanding the material, etc) the student would not be inclined to cheat. A student who skipped the assessment completely still could have been going through valid reasons why they didn’t turn it in, however, there is no evidence of this from the teacher. I do believe that even in this situation it is important to have a discussion with the student as to what kinds of support are needed so that they can complete this assessment and future ones too. I am learning more and more about how we have to keep behaviors such as cheating and learning such as counting rhythms separate in terms of grading. I will implement an activity where I list various behavior and learning tasks and have students sort them into the appropriate group. After students are done, we will have small group discussions to compare responses and a large group discussion to ensure everyone accurately understands the difference between behavior and learning tasks in the context of grading.
Hi Zachary,
DeleteI notice your comment about missing deadlines for key components of an IEP or 504. Those are crucial to special educators and 504 providers. As a special education teacher myself, I live by these deadlines. The repercussions are great when I don't fulfill the law in which I work within for this vulnerable population. And a stern reprimand from administration is the least of my worries, hahaha. I get more upset with myself which I consider a worse consequence!
I wonder if educators feel it important to find improved ways to adhere to the constant deadlines and expectations placed upon us by our department. I only ask because there are a few teachers who relax their responsibilities and don't see the urgency to upgrade our practices - regardless of the consequences. Professionally speaking, I exhibit obedience to my job daily and when there is little to no accountability or requirements from school administration, then how are we to expect the same from those we educate? I am reassured that teachers like you who are willing to implement change will serve as exemplars for many of us. Thank you for your comments and insight!
Hi Zachary! I noticed you are a special education teacher. I am also a special ed teacher and our deadlines are very important for IEPs. I know that if I missed a deadline, my admin would be worried since I am always early with timelines and I would of course still be mandated to finish my work even if it was late. I believe this needs to be a message sent out to students as well. Even if you miss a deadline, in the real world it still needs to be done. I wonder if parents and teachers were on the same page and let students know that school was their job, then students would take it more seriously.
DeleteAloha Zachary. I notice you reflected on your teaching practice enough to recently change your course syllabus for next year. Providing students a course syllabus with clear expectations from day one is key to assessment and equity. All learners deserve to know how they will be graded and what the instructor's expectations are. I see you allow group collaboration and discussion time to check student comprehension. This is a fantastic teaching strategy! In fact, I may steal this idea from you. I wonder how many students refuse to share when they do not understand and if listening to others actually helps them comprehend. Great thoughts and mahalo for sharing!
DeleteZach, I noticed that you stated that it is possible for teachers to lose their job if repeatedly missing deadlines. I wonder if you have actually witnessed that happen as my experiences have shown that the verbal scolding is the only consequence that seems to happen. Sometimes a note will be made in a teacher's file, but rarely ever is anyone terminated, unless illegal action has taken place.
DeleteIn the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteAs an art teacher, I like to think of my assignments as real world work. When I give them a shoe design assignment, I might tell my young artist: Nike is hiring you to submit 1 drawing by this day, you get paid $ much, and Lebron James will be meeting you. So when a student does not finish the task, I let them know that in the real world, they will not get the job. You have to meet deadlines, because of the interconnectedness of business. Ultimately, they can simply turn in late work and still perform the task if it is not complete. Late work at my school, does not lower your score.
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Cheating can be arguably seen as greater engagement than simply not doing the work. This is because there are so many family, economical and psychological reasons for cheating. We do not know everyone’s story. A student might be getting abused at home, might have family obligations, to an illness, we just do not know the circumstances that life throws at us. The point is at least by cheating, it shows that they care about the grade. They want to try to succeed, so as a last resort they engage by cheating just to get by. By showing you want to succeed, it reflects the heart that at a minimum you care about the work and want to succeed vs not doing it at all.
Hi Jeff,
DeleteI noticed your comment about late work and how a student's late work won't warrant a lowered score. When I write IEPS, an 'extended time' accommodation is listed in the child's document. This allows a student to turn in assignments at any point within the annual IEP timeline. I always felt that it needs to be done within reason of course.
Then I got to thinking, and from what I have learned, that the Smarter Balanced Assessment (SBA) offers extended time to all students meaning that all students can take any amount of time they need to finish this state assessment. This evens the playing field for all students.
This being said, all students shouldn't be penalized for their late work, regardless of their academic levels. I no longer include 'extended time' in IEPS because it is understood that all students are offered this privilege.
I wonder, however, how many teachers agree with not penalizing late work submission. Are we willing to create and implement reasonable deadlines, agreed upon by both teacher and student? I know for a surety, that when it comes to the end of each quarter, teachers are hustling to retrieve missing work. That can be exhausting and I believe that students are on the receiving end of undeserved consequences for their late work. There is something to be said for second chances for students to prove his/her learning. Thanks for your thoughts and insights!
Hi Jeff. I notice you provide students real-world tasks and scenarios in order to prepare them for life after school. I think this is a fantastic strategy for your Art students. Teaching them now that jobs will have deadlines and consequences for their choices and actions, is an extremely valuable life skill. I wonder how I can apply this concept to my spanish language classes.
DeleteI wonder how, other than explaining the connection to the real world, you can enforce deadlines at your school without lowering grades. I agree that lowering grades isn't an effective way to assess learning, however I am still in need to more examples on how to encourage meeting deadlines. One thing I have used in the past is that students have to present and share their work (even in small groups to their table) and so they get a little bit of social stigma if they don't have it. I don't know if this contradicts this books message but it does help some students because they know that their table is depending on them having their work to share.
DeleteI wonder what other ways we can encourage timeliness with important deadlines for our students.
In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteIn the professional world, consequences occur when an employee misses a deadline. If a worker shows up late to work, the boss will most likely provide either a verbal warning, or written documentation. If the behavior continues, the employee will most likely be terminated. When news reporters and writers miss deadlines, the consequence is typically termination of employment. Clear consequences do not necessarily exempt the worker from ultimately performing the task. In many jobs, the employee may still be allowed to complete the task past a deadline and then have to deal with the consequences.
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Cheating does reflect some level of engagement when compared to blatantly dismissing the assessment all together. The student that does cheat on assignments generally also struggles with the content. Last year during distance learning, it was clear students cheated. I believe they cheated because they could and it was easier than taking time to actually learn the material. We used an online spanish textbook program and students were able to screenshot assessments and send them to their amigos from home. The direct consequence of their choices has negatively impacted our level two spanish course this year. The teacher spent the entire first semester reviewing what students should have learned last year, instead of beginning with new content at grade level.
Hi Melissa! I noticed that you believe that cheating can be seen as greater engagement. I believe you are correct in that cheating still shows an interest in getting a good grade. I like how you expressed that it is a "last resort" and "want to succeed." I know that when I cheated in school it was because I did want to do good in class and was very scared to get a bad grade. I wonder as teachers if we gave students a chance to explain why they felt a need to cheat, if we could give them a second chance to make up the test or assignment. I know that when I was a student, there were no second chances which made you want to cheat more so that you wouldn't fail the first time.
DeleteHi Melissa, I noticed you mentioned that in a professional world, a missed deadline would have consequences. They could be a warning, or simply termination. I liked your example say a deadline for the news. If the news writer or host is not ready, they would be gone. I wonder how we can replicate this real world experience best for our students to show the importance of deadlines?
DeleteHi Melissa, I noticed you have experienced issues with students cheating on an online platform. Did the students demonstrate any concern for the classes growth? I can totally see that happening and feeling completely defeated. I wonder, have you been able to hold the students accountable for their cheating and is there a way to prevent opportunities for cheating, like oral tests and conferences? Sorry you are all dealing with that! Mahalo for sharing.
DeleteMelissa, I noticed that you used the term "likely" to explain what possible consequences may come to professionals when missing deadlines. I wonder if what you presume is "likely" IS actually what will happen or if that is what we have been raised to believe due to consequences in school. I have not witnessed any real consequences for the missing of deadlines by myself or others in my career thus far.
DeleteHi Melissa! I noticed that you believe that cheating can be seen as greater engagement. I believe you are correct in that cheating still shows an interest in getting a good grade. I like how you expressed that it is a "last resort" and "want to succeed." I know that when I cheated in school it was because I did want to do good in class and was very scared to get a bad grade. I wonder as teachers if we gave students a chance to explain why they felt a need to cheat, if we could give them a second chance to make up the test or assignment. I know that when I was a student, there were no second chances which made you want to cheat more so that you wouldn't fail the first time.
ReplyDeleteIn the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteIn the professional world, two consequences that happen when a deadline is missed are you can either complete the assignment as quickly as possible or lose your job. I know for a fact that if I did not complete an IEP on time, I would need to get it done as fast as possible. If I did not complete it and disregarded the IEP, I would most likely lose my job. Finishing your work in a timely manner is essential for professionals. I believe the only way to ultimately not perform the task (especially one that is federally mandated) is by losing your job. My administration would not keep me on as a teacher if I did not complete important assignments for my job.
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
I believe that cheating is arguably a reflection of greater engagement than skipping the assessment because it shows that there is still a feeling of wanting to succeed in the class. Most students who do not care about a class would not even make the effort to cheat. It is actually a lot of effort to cheat. You have to find someone to cheat off of, make sure it is someone reputable to cheat off of, and then try not to get caught. I believe this is almost a reflection of greater engagement as taking the test independently. I believe as teachers we need to give students a chance to let us know why they cheated and potentially give them a second chance to complete their work independently.
I notice that we both agree on the importance of meeting deadlines. I understand that things can be late but I also agree that it is a very important skill students need to learn, and part of that is learning how to prioritize their time and plan things out, so that when they become adults they are not caught off guard when there are actual consequences when things are done late.
DeleteI wonder how we can engage those students who put in so much effort to cheat to actually learn the material and feel confident that they will be successful taking the test independently.
I noticed you stated, “It is actually a lot of effort to cheat.” This is so true! I loved your explanation of the steps a student would have to go through in order to successfully cheat. I really appreciated your comment about allowing students the opportunity to share why they cheated and start an intervention with that. I wonder what it would look like? I’m almost wanting a student of mine to cheat, so I can try that intervention. LOL! Thank you for sharing!
DeleteI noticed that you also agreed that cheating reflects a students engagement than a student who merely pushes aside the assessment. I wonder what factors lead the student to having the only option to cheat. Are they not good at taking assessments? Students who do not test well doesn't always reflect what the students knows about the content.
DeleteHi Beth, I noticed you said cheating shows that students are engaged. I do feel you are right, but just that they are engaged in the wrong way. I think we must teach them that cheating is wrong, but more importantly the why? I wonder if finding out their true reasons for cheating and having a conversation would benefit them in the long run?
Delete1. In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteAs someone who typically always meets deadlines, I don't have too much experience with what happens. I have also not had too many jobs with hard deadlines. However, if I was to do a presentation to the entire staff, or even to a smaller group, and I didn't prepare it, I would either give a junk presentation or I would have to cancel the meeting. This would damage my reputation, put the project in jeopardy, and potentially cost me promotions in the future. None of these consequences can be easily transferred to the classroom unfortunately, unless it is the shame of presenting something you have not finished completing, which I believe this book would say is unfair.
2. Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
I agree that cheating can mean that the student cares enough to try to cheat but that they don't feel prepared. I also agree with the book that creating a scenario where they still need to demonstrate what they know but with the temptation or option to cheat taken away.
I noticed how you related deadlines in the professional world to presenting to your colleagues at work. I thought you shared a very relatable situation. As educators, the negative consequence would be our reputation to uphold and the notion that our work ethic can’t be taken seriously in the future. I wonder what it would look like if a leader of a business set a precedent that supports rehabilitation. I feel that most schools support rehabilitation in their work place and would advocate to enforce that mentality in more businesses out there.
DeleteThe professional world has an expectation for the quality of work that is completed. The keyword is completed, and not incompleted. Being that said, deadlines are instilled in many businesses and companies to create a boundary for tasks that need to be completed in a timely manner. Time is business and it should be expected of its workers. The ultimate consequence for missing a deadline is the incomplete task that was promised to the customer. Business owners could deal with it in many ways; deterrence, incapacitation, rehabilitation, restitution, and retribution as mentioned in the test, “Grading for Equity”. The type of consequence used in this particular situation could be based on what the business believes in. At the end of the day, I believe that people do deserve 2nd chances, as mistakes are required for growth. Workers, in order to maintain their job, should be required to complete the job, whether it's the current job, or a similar type of job.
ReplyDeleteAccording to the text, “Grading for Equity” students cheat for many different reasons ranging from a lack of confidence in the material to family emergencies and not having a reasonable amount of time to study. I do believe students cheat because they somewhat care for their end performance; enough to find a “shortcut” to achieving success. Their success may have different implications for each student; ie. pressure to perform for the sake of the family. Cheating should be perceived more along the lines of “there is promise” in this student versus tearing down the idea of success completely by assigning a zero.
Aloha Matthew,
DeleteNoticed your comment on time is business and the consequences for missing deadlines. I totally agree as my father has construction company and he always explains to his employees the same idea. It is a very fine line when it comes to missing deadlines as it costs the company money but I'm sure that my father takes into consideration any factors leading up to the mistake.
In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteIn the professional world some of the consequences that employees may face when one misses a deadline could go from a verbal warning to a person being fired. It all depends on what is at the stake? In most cases I believe the individual would still need to “make up” what they lacked in completing. There are many cases where one deadline was the only chance the employee had. I think of my own father’s encounters, he runs a multimillion dollar construction company. Many times he has had employees that fall through with deadlines (bids) that, as he always says, “costs them” or “loses out” on thousands of dollars.
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
I too believe that cheating is not always an act of disobedience. Students are human beings who are just trying to “survive.” Some students have disadvantages that prevent them from completing work or having knowledge of something. When a student cheats there always has to be a reason for the act. Finding the root reason of behavior is the task at hand for the teacher. Obviously the student is trying to “survive”, the student wants to get a good grade but the only option that they see they have is to cheat. It takes much effort and thinking to cheat and look for the correct answer as just simply skipping the task or assessment would show no effort at all. But that still doesn’t show what the students actually know.
Aloha Dayton! I noticed that you said you believe that cheating is an act of disobedience. I too believe that. You also mentioned that it takes much effort and thinking to cheat and look for the correct answer as just simply skipping the task or assessment would show no effort at all. I wonder what we can do to get students to see the instead of exerting time, energy and effort to cheat that they can instead see the value of channeling all of that into doing the actual assignment and doing it from their own brains.
DeleteKrystin Maruishi
ReplyDeleteIn the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
DeleteIn the professional world, there can be different consequences for missing a deadline depending on the degree or situation. If I miss a deadline such as not posting my report card grades on time, there could be a verbal warning and possibly consequences that go on my record for being delinquent. However, missing the deadline doesn’t not make me exempt from completing the task. The report card grades still need to get done and I am still expected to complete the task.
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Aloha Krystin- I noticed in your comment that you discussed the deadline teachers have of posting report card grades on time. I thought this was such a timely example considering that Thursday was the deadline at my school to post grades for Quarter 3. I did miss mid-quarter grade posting one time last year and I got a very stern email warning from the registrar. She works so hard and gave us so many reminders and I was so upset and so sorry after reading that email. After that email, I was determined to never miss that deadline again. When using that example, I wonder if there is a more effective way besides emails to remind people (teachers and students) to not miss deadlines.
DeleteKrystin Maruishi
ReplyDeletePart 2:
For the majority, most people might think cheating is an act of disobedience. On the other hand, some may also argue that the person who cheated was signaling that they were struggling. I personally think that individuals who cheat have a lot of anxiety and fear of failure. Individuals who simply don’t care would have simply skipped or not answer any questions on the assessment. Therefore individuals who put the effort into cheating actually are trying to show their engagement and care about their success. Growing up in a very academically strict environment, I really needed to perform at my best at every assessment that I had. There was a lot of pressure to be more than average and if there was something that I didn’t understand I would need to study very hard to understand things before the test. Therefore I can see students who cheat being more engaged compared to a student who disengages themselves and doesn’t put any effort into the assessment.
Aloha Krystin, I noticed you addressed the anxiety and fear that may cause students to cheat. I completely agree that these are very likely reasons for students to cheat. I do think that they are demonstrating a care for their success, even if it is not the best way. I wonder how you address cheating in your classroom? Do you notice which students cheat and if they do so because they are anxious? Mahalo for sharing!
DeleteIn the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task? In the professional world, missing deadlines can have a variety of consequences from verbal and electronic reminders, written or verbal reprimands, written up warnings, and termination of employment. These do not exempt a person from performing the task. Verbal reminders and reprimands may be an effective way to get workers to perform required tasks, however, I feel that the threat of termination of employment is what motivates workers to complete required tasks. From the reading I learned that in the classroom setting, students need to be encouraged to complete tasks and held accountable for them. In my practice I would like to implement an effective way to get students to complete work and to get their work turned in on time. I would like to get the parents and families involved in creating a plan for their child to monitor their work for completion and on time submission.
ReplyDelete2. Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Cheating is a reflection of greater engagement than if the student simply skipped the assessment because even if the work they turned in was copied from another student or from the internet, they have put in some effort to turn in work. Skipping the assignment involves zero effort. In my teaching practice, I have given a zero to a student who was caught plagiarizing or cheating on work with no chance for a re-take. From the reading, I learned that assigning a zero to a student who cheats and not allowing or requiring them to complete the task without cheating lets them off the hook because they are not given the chance to show me what they really know about the content. I will implement a new policy in which students caught cheating are required to submit the work. I think having them come in at recess or lunch to complete and turn in the work in my presence may be an effective way to do this.
Aloha Charme, I noticed you suggested having the student come in during recess or lunch to complete their plagiarized assignment--I like that idea a lot, because I've just had them complete it on their own time, which works sometimes, but it doesn't get at the fact that some students cheat because they're struggling and don't get it. I like how bringing them is is like rehabilitation; it shows restorative practices--you're there supporting them in the room in case they need help or didn't understand the assignment, and it has the potential to build the relationship because they now need to spend extended time with you and you can ask them what's going on and initiate a conversation in a private manner. Thank you; I think I'll steal this idea :)
DeleteI noticed that you want to collaborate more with your students' parents. That's great! I remember we had planners in elementary where as the student I spent the first 5 minutes of class writing down our homework list that's on the board each day. It became a routine for our class. When we finished out homework, we would check off the boxes and our parents would sign our homework and our planner. I had a really good 5th grade teacher, she wanted us to be accountable in all of our work.
DeleteI wonder if you could have your students make use of their planners by having a written area on a chalk/white board for assignments due. The students could write it in their planners or phones. Put the responsibility on them for missed or late work and then grab some popcorn while you enjoy their many excuses of why they have poor time management or not upfront days ahead of the deadline to ask for an extension. Food for thought.
In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteIn the professional world, when someone misses a deadline, it is expected that the person completes the task as soon as possible. Consequences to missing deadlines could be simply having to work later to finish the task, perhaps probation, or a pay cut. Ultimately, the consequences do not exempt the person from performing the task. This is how we should treat our students.
I recently caught a student plagiarizing their essay. I give my students numerous opportunities to edit and conference with me to improve their final grade. So when I saw that this student copied most of their information from an online source, I made them redo the paper. I knew that assigning a zero was not something I was going to do and I wanted my student to demonstrate their own writing.
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
An act of cheating is viewed as a reflection of greater engagement because it shows that the student is not sure if they can be successful on the assignment and feels that cheating is the way to earn the score they want. As the text states, many students cheat because they are struggling in some way, be it difficulty with the material, circumstantial issues, or simply that the student did not want to do it. Regardless, if the student did not care, they would not care enough to cheat. I have seen that most students cheat because they care about getting a certain score. The students demonstrate some level of engagement and care for their success. When they cheat, they do so to avoid failure.
Hi J, I noticed that you mentioned that the person should complete the task as soon as possible, and I agree this is how we should treat our students. I wonder though, since you mentioned that there are consequences, like working later, probation, or pay cuts, how could we also model those consequence for students so they understand that it's not free from consequences in the real world? I think most teachers who give 0's or deduct points do so because they're wanting to teach them lessons that deadlines matter in the real world, so what would it look like to still have them complete the assignment, but also learn that professionalism is important? I'm currently struggling with that idea myself!
Deletesorry...I forgot to add my name!
DeleteHi J, I noticed that you mentioned that the person should complete the task as soon as possible, and I agree this is how we should treat our students. I wonder though, since you mentioned that there are consequences, like working later, probation, or pay cuts, how could we also model those consequence for students so they understand that it's not free from consequences in the real world? I think most teachers who give 0's or deduct points do so because they're wanting to teach them lessons that deadlines matter in the real world, so what would it look like to still have them complete the assignment, but also learn that professionalism is important? I'm currently struggling with that idea myself!
Val Shindo-Uehira
DeleteHi J -
I agree that cheating is probably a reflection of greater engagement because it shows that the student is engaged with the lesson but is just not sure if they can be successful on the assignment. I have also seen that many of my students cheat because they don't want an "M" or a zero. I would like to know how you address this in your class.
Part I:
ReplyDelete1. I learned that missed deadlines can result in missed opportunities, missed bonuses, could result in being taken off the starting team, reassigned to another position or fired. Their actions may not exempt a person from performing the task, but may exempt them from future opportunities and changes a person’s character from being reliable and dependable to a person that is unreliable, not trustworthy and incapable of time management, and not honest or humble enough to ask for help/support when they didn’t understand the responsibility needed to complete the assignment. Which can give a negative representation to the person and company; in this case student and school.
Challenges to my practice is to encourage my students not to have this negative practice in submitting late assignments with no action of submitting. If a student knows that they’ll turn in an assignment late and is upfront about the deadline by talking to me; they don’t have to tell me their reasons, we’ll have a conversation on how we can meet a new goal with a better understanding of the standard/concept. I appreciate and will recognize that there are greater problems in their life than turning in an assignment, but it doesn’t excuse/exempt them from their responsibilities of gaining an education. That will always be there, the sense of responsibility and accountability. I will implement next term and structured understanding of deadlines. Sure, I joy when I see my students have tears in their eyes when they see their grades due to the harsh reality of not completing their assignments on time. Sometimes they forget that teachers have deadlines with submitting grades and “I” can only go so far when there is no score to replace it and then the incomplete turns into a “F”. When the student is ready and prepared to complete the assignment, I’ll be there to support and encourage them in ultimately completing their work.
I noticed that you discussed that teachers have deadlines too. I think it is extremely powerful to model and lead by example for your students. Sharing with them about time management strategies and deadlines is something that I have found helpful to students. When students can see real world connections and tie it to their own lives, learning tends to mean more. I wonder what other strategies you all have used to teach students the importance of meeting deadlines?
DeletePart II:
ReplyDelete2. I learned that all my students are terrible cheaters! My favorite time was when I caught four students cheating and I decided to use an old overhead projector that I had in my class closet to prove my theory. I placed the first paper down and the class could see the outlines of the wrong problem, then I placed another student’s paper on top of the previous one and it had the same mistake in the same area. Took that paper off and repeated for the next two papers. The class laughed as hard as I did, but I still had to punish them by having them retake a different summative in four other rooms; the counselor’s offices. Challenges to my practice, I don’t send students away to take their retake in another room on campus. I try to make three different copies of summatives for a unit, in case a student cheats “by another student”. My formatives, I allow students to work together. Summatives, I allow my students to use a laptop to complete their work because it's on a Google Form and Google Sheets, they can also use the notes found in their notebook and Google Classroom. I will implement the confidence in my students that if they’re given the opportunity to use notes, a calculator or iPad/laptop; they should be able to take advantage of the opportunity given to them to succeed. For example, I allow students to use a calculator: their phone, google calculator, desmos, downloaded graphing calculator app on the school’s laptops. It’s not that I made it easy for them to complete the task or that they’re cheating by using the calculator - I do it because if they sit there with an unanswered paper, a look on their face they don’t know how to solve the problem - it will be one or two skills, they missed/ lazy to look for the notes on how to solve the problem using the calculator or they flat out don’t know how to use the calculator. And that’s a lost skill on their own without having to complete the formative/summative assessment. And I’ll work with that student on that soft skill and help them. It’s also a lost skill that they give up searching for notes, especially when it’s in their Google Classroom and the notes are given for each unit/standard. With all the given resources to succeed and they choose not to by cheating with a friend, it may be a behavioral problem that would need to be discussed with a counselor or behavioral health specialist.
1. In the professional world, what are some different consequences when someone misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteIn the professional world, there’s a wide range of consequences, from simple forgiveness and extensions, to more detrimental things such as demerits, conversations with supervisors, letting down coworkers or clients, and it may also decrease others’ confidence in us to perform our duties or even give our company a lesser reputation. We may have the current task assigned to another person, have loss of future opportunities as the supervisors may choose to give tasks to others instead, and we may possibly lose our job if it is a consistent pattern, or a very important deadline. I have friends who work in architecture, and if they fail to meet their deadlines for meetings with clients in particular, while they would still need to complete their drawings and see the project through, it does make things very difficult for their firm as they could lose their business. If we fail to have a lesson plan prepared for the day, it affects our students, and possibly coworkers. In addition, if we fail to turn in our grades on time, the registrar may give us grace if we communicate with them, but it can also make their lives more difficult and make it harder for them to meet deadlines since we all are interconnected. I think the best corporations and organizations would take it as an opportunity to come alongside the employee and engage with them, however, in an increasingly interconnected work environment, I feel meeting deadlines in certain professions can become even more important. I agree that generally speaking, the person would still need to complete the task, and the consequence would not necessarily be a "0" in the workplace.
I encourage my students to talk to me if they need extensions for their summatives, and I always grant them the extra time they need, and this quarter I've changed my grading practices because of this class-- if students turned in their work late, rather than decreasing their score, I requested a letter from home explaining what happened to ensure that they also have a conversation with their parents about what's going on, and that way we're all in the know about how that student can move forward. Not all students bring in notes, however, and I'm having to follow up with those parents.
2. Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Cheating can be arguably a reflection of greater engagement than the student skipping an assignment because it indicates that the student still cares enough about their grade, or cares enough about avoiding consequences to still turn something in. I don’t know that I would consider it the same kind of engagement we would prefer from the students (engaging with the content, caring about learning over grades), however, it is better than completely giving up and not turning in anything at all.
It is most certainly a signal or a sign of smoke showing that something is wrong, however. Either the student is unsure and doesn’t know how to approach the content, or they were overwhelmed by other classes or life situations and didn’t have time or the mental energy to spend on an assignment. It should definitely be taken as an opportunity to talk with the child and come alongside them as well.
Jennifer,
DeleteI notice that you stated that the consequence for not completing a task in the professional work place is not necessarily a "0." Yes, there is not 0-100 grading scale, but I wonder if you may start to be considered a "zero," someone your colleges and clients can not depend on. In the real world, once you have a certain reputation it is really hard to change it. So how do we teach students to be responsible and follow through on their tasks, but at the same time make sure their grade reflects their abilities?
Aloha Jennifer,
DeleteI noticed how you would offer to talk with the student if they were caught cheating. That's a great strategy to check on their understanding and behavior. I've had students that just weren't having it and some were open enough to tell me before a test if they could take it next day or following week (my handful of responsible ones) and then you have the ones that just been on their phones or talking to their friends; they have no clue what's on the test so they copy. I wonder if you take them on the side to talk with them, do you allow them to take their test independently away from the class? stop testing them for that day and try to test another time? or do you break up the behavior of cheating?
In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteIn the professional world the consequences of missing a deadline could be loss of a client or compensation, poor evaluation report on file, loss of respect by colleagues, and sometimes even being fired. Sometimes if a deadline is missed a task must still be completed and sometimes the opportunity is missed and the task can no longer be completed. This also makes me think of paying bills. If you don’t pay a bill on time you still have to pay it plus a late fee. School is a setting where time management can and should be taught. It is a real world skill that is necessary. Can it be taught, but not graded?
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
The reason for cheating varies from student to student. Getting to the root cause can help the teacher handle the situation appropriately. Learning from our mistakes is powerful and should apply in this situation. I agree with chapter 9 that the student should have to retake the test or redo the assignment plus an additional consequence depending on the situation that does not impact the grade. Now spending some time thinking about this, it would be more powerful than a zero.
Aloha Christine,
DeleteI concur with your responses when a person misses a deadline, the world post-high school is not so lenient as school may be. I noticed how you use real-world situations, like if the bills are being paid - then no video games or the like. I wonder if using the GLO: Self-Directed learner can be used as part of your grading process. The students need to learn how to be responsible for their own learning and at times, tough love is needed to get them out of a funk. Parent/Guardian phone calls are fun way to ignite fear of not turning in assignments pass their deadlines.
Val Shindo-Uehira
DeleteHi Christie -
I also agree that when a person misses a deadline, the task should still be completed. Unfortunately, some of my students have a different view - "if I miss the due date, I won't have to do it". It was a struggle this quarter to change their mindset. However, my students were held accountable for completing and turning their assessment (no 0 or M). What do you know - they all turned it in! I also like your example of paying bills. This is an excellent example, although you may have missed the due date, the bill still needs to be paid (with late fees of course).
In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
ReplyDeleteIn the professional world, there are consequences for our actions. When a deadline is missed, a reprimand should follow. For teachers, a consequence may look like a Summary of Conference or a stern talking to. I believe that this type of consequence is meant to remind an individual to finish their initial job; having already missed a deadline. For students, however, they aren’t threatened much by reprimands, warnings, or consequences. These stern reminders often irritate or turn off a child. I believe that this is how we lose them.
Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Reasons for cheating could include: -not caring nor trying; -unsure of the content or oneself; -last resort; -wants to do well but was ill prepared. Regardless, cheating should be dealt with one way or another. This is where, I believe, the punishment should fit the crime. For one to say that cheating is a reflection of greater engagement than missing the assignment altogether, I have mixed feelings about it. Cheating students, in my opinion, are trying to get the attention of their teacher although the act of cheating is meant to avoid being caught. One could consider this a cry for help. The same could be said for a child who misses an assessment: -perhaps they don’t care; -insufficient knowledge; or simply -ill prepared. For whatever reason he or she misses a deadline, the same consequences - natural or otherwise - should apply.
Aloha Ceslee! I noticed that you mentioned that cheating could actually mean much deeper than just committing academic honesty. I liked that you connotated cheating as a cry for help. This then makes me recall about the first Principle of Exemplary Teaching for ELs, which could also be applicable to teaching all students, “Know Your Learners”. Unless we know them well, we would never be able to understand them and why they do the things that they do. Now, in a case where the cheating involved the one who copied and the one who let the other copy, it makes me wonder what consequence is best for the one who let his work be copied? Do we also let him redo the assignment? What do you think?
DeleteVal Shindo-Uehira
ReplyDelete1-In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
In the professional world, consequences may differ depending on what the offense was. If a person fails to complete a report in a timely manner, he/she could be counseled by a supervisor. However, if the lateness of the report caused a loss of revenue or negative customer relationships the consequences may be more severe. Consequences may also be determined by the purpose of dispensing the “punishment”. The textbook identifies five (5) potential ”aims of punishment”, deterrence, incapacitation, rehabilitation, restitution, and retribution. Regardless of the consequence it should not exempt the person from ultimately performing the task. In most instances students are given consequences for the purpose of deterrence and retribution. Assigning zeros is seen as both retribution and deterrence because it punishes the student for not completing and turning in work and serves as a warning to other students to ensure that they are completing assignments. However, instead of punishing a student with a zero, that student should be held accountable for their work and should not be exempt from completing assignments. However, I wonder about those students who continually fail to complete and turn in work. Although these students are provided extended time, after school support and an intervention period, they continue to choose not to turn in their assignments.
2-Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is strugg;ing, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
Cheating could be considered a reflection of greater engagement than skipping assessments because it demonstrates that the student is engaged with the class material but is unsure of his/her ability to successfully complete work. Scores or grades are important to these students and therefore, they end up cheating to ensure that their scores are not adversely affected. Students who skip assessments are not motivated by grades/scores and will instead forgo the assessment if it seems too difficult or if it has no meaning to them. I have noticed both types of students in my classes, ones that cheat on assessments for fear of earning failing scores and those that choose not to complete assessments. After reading this textbook, I feel I have a better understanding that not all students are motivated by grades/scores and it is important that as a teacher I am able to recognize their motivators and hold them accountable for their work.
Aloha Val! I noticed that you have stated about the value of holding students accountable for their work and thus given chances to work on what they are missing but still wonder about students who still continue to choose not to turn in assignments despite the various support and multiple opportunities that are already provided. I believe that this issue is statewide and despite bringing family support and family intercession in their children’s education, there is still no evident difference. I wonder what are the possible solutions for this issue especially when a teacher has already exhausted all the means to have students do what he needs to do. Worse if the same offense is committed by a single student, multiple times across content areas.
DeleteHi Val!
DeleteI notice that you make it a point that the consequence of a late submission should not deter someone from completing the task however, in a professional setting there may be instances when someone loses their job so they never get the opportunity to make up a missed assignment. I still think that I should assign students zeros as a place hold for work that will be completed in the near future. While it doesn't accurately portray their knowledge, it is one of the few ways to notify students that they are missing work (being that many of them are chronically absent and do not check their email).
I wonder if cheating is classified as both a survival mechanism and an avoidance tactic. This is something that should be addressed early on in the school year and teachers should make it clear that they are always open to receiving questions and that there is a no cheating policy.
PART 1.
ReplyDelete1. In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?
In the professional world, consequences await for every offense that has been committed because in a workplace, there is a ripple effect of one action like a missed deadline to everybody. In the teaching world, for example, if a report has not been submitted by a teacher, that one late submission will paralyze the person collecting the data, on what he needs to do because of incomplete data. In a company on the other hand, a missed deadline of producing and delivering of products and services could result in a loss of revenue or loss of clients, thus smearing the name of the company as a whole by just one mistake. With these effects of any offense committed, consequences may include oral or written reprimand, loss of privileges, loss of confidence of the employer towards the employee, demotion, the risk of not being hired if under a probationary status, possible termination, or even blacklisting the employee.
In most cases, the employer will still allow the employee to perform the tasks that he is expected of, but may not anymore be assigned with more valuable tasks that need to be performed. It will also result in close monitoring of the employer to make sure that the same error will not be committed anymore.
In a Utopian world, I would like to see students conforming to the law of punctuality, however, with the scientific knowledge that the neo-cortex which is responsible for executive processes—setting goals, making plans and thinking about long term consequences of actions, is fully developed at the age of 25 or so, it is really difficult to find the right strategy and tools to teach diverse students, younger that 25, the virtue of punctuality or time management. With this being said, we just have to be persistent at teaching the soft skills that come with the content skills because consistency and constancy would surely make a difference—it is more like establishing routines that will eventually be ingrained in the student’s system.
PART 2.
Delete2. Some consider cheating on an assignment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?
With the diversity in our students, there could also be a diverse understanding of the word cheating on individual students. Within early years in school and likewise with entering and emerging levels of ELs who are struggling on even weaving their thoughts into words, we usually have students refer to our examples or even copy our examples but substitute some of the parts so they could claim it as their own. Within this practice, if students are misguided, they might be considering copying which is a form of cheating as a typical thing to do and not an academic offense. On the part of those who have let their peers copy, they might think about it as a form of help and compassion to their classmates who are struggling. These examples of misconceptions make me think about the importance of providing explicit instruction and explicit expectations. Unless we communicate to students what we expect and clarify what the word cheating is all about, we may have the tendency of punishing a student who is innocent after all because of the misperception that has never been corrected.
On the argument that cheating can be a reflection of engagement and care about academic success of a certain student more than a student who has skipped the assessment/assignment, I might say that it can be true but again with a misconception about the meaning of the word engagement. Cheating could be one of the student’s survival mechanisms with the fact that he/she cannot do the assignment because of the lack of comprehension and lack of the necessary skills that would enable him/her to complete the assignment. And just like what the book has just discussed, it could be a result of our biases of providing extra credit points and penalizing for tardiness. The student wanting to get the extra credits or not wanting to be penalized for late work, he/she may resort to the easiest way possible which is cheating.
The argument may be considered as untrue if taken into a perspective when the other student who skipped the assessment/assignment understood pretty well a teacher’s practice of grading a student’s most recent evidence.
Again, multiple perspectives could come into play within various angles of the scenario, which created the realization that explicit instruction and explicit expectations are vital in the teaching and learning process to avoid any confusion or misconceptions.
Hi Pinky!
DeleteI notice that you parallel the ripple effect to missing a deadline in the office setting and I will agree that this is extremely true. When one task doesn't get completed, it causes a series of tasks to be offset in their timeline which inevitably can affect the entire office. When working as a team it is so essential to do your role because other people are counting on you to do your job. Other repercussions like you mentioned could cause a loss of revenue or loss in clients which could in turn affect your salary and pay! The adult world is no place to miss deadlines, so I believe that these values should be ingrained in the students starting from a young age.
I wonder if students who skip assignments also feel confused or lost? I think the book provides the narrative that the students who cheat are simply lost, but like you said they are just looking for the easiest way out. I think the target audience for teacher support should be the students who do not complete their work, not the ones who cheat.
In the professional world, depending on where you work you have the possibility of getting fired or losing your job. If you miss the deadline for your taxes the IRS can seize your assets and also charge you in surplus. Also, in the adult world if you don’t pay your electric bills you will have no lights and if you don’t pay rent you will have no place to live. Overall as you get older there are always consequences when things don't turn in on time so it is essential to start building the habits of doing things on time so that they carry on through adulthood. While the consequences of a student turning in things may be deeply less severe, as an adult the consequences of missing a deadline push them to ultimately perform the task sooner or later.
ReplyDeleteAs a teacher this year I don’t see cheating on an assignment as a student struggling, but simply a student being lazy. While that may sound oblivious to say, my Biology 2 class is composed of all seniors who are in the upper levels of the health academy. These students (are mostly honors students) and have shown academic success throughout their school careers. I give my students practice tests and also study guides to study what is needed for a test. There are some parts of the test that require memorization of vocabulary words and the students know exactly what words will appear on the test. At this level, I know for a fact that if a student is cheating, they simply did not study for the test. In my Anatomy class on the other hand, which is composed of sophomore and English Language Learners, I provide many different tools and differentiation to help them succeed on tests. If a student is cheating in my class I know that they overall lack the care to put effort into studying for my test and is not a sign of them struggling. Honesty, I myself as a highs school saw students cheat on vocabulary tests, but not because they didn’t know the content but because they didn’t care enough to put forward the effort. I understand where many of the students are coming from, so I know they are equipped with the right tools that they need to succeed.