(1) _How it is provoked._ The teacher who walks about the schoolroom,
first looking to the right, then to the left and finally spinning around
to look back of himself, is casting dares at his pupils. If such pupils
do sneaking tricks and acts, it is no one’s fault but the teacher’s. By
acting the spy in the schoolroom, a teacher does not need to tell his
pupils he mistrusts them; his actions speak louder than words. Pupils
who have no confidence in their teachers will do almost anything to
provoke them. To get the confidence of a pupil is to train him so that
he will respect the wishes and requests of the teacher enough to obey
them cheerfully.
Among the various activities of the sneak, none is more frequent than
cheating. Cheating belongs, probably, under disorders arising out of
self-preservative impulses, since it has in it a large element of
fear—fear of failing to get a coveted standing, fear of losing the
approval of teachers and admiration of classmates, and fear of too
inquisitive questions or possible reprimands at home because of low
standings. Usually it is the weakling who cheats. The strong pupil has
no need of such cowardly devices hence is not greatly tempted to use
them. If bright pupils do cheat it is chiefly because a habit of doing
so has been formed in the class as a whole, and when a habit of cheating
is general it certainly should be laid to unwise handling of the matter
on the part of the teachers.
(2) _Two methods of procedure._ Two general plans of procedure are
indicated in the constructive treatment of such cases. The first aims to
reduce to a minimum the element of fear; the second to build up a public
sentiment against it.
With a view to the first step, do not talk too much before the pupils
regarding examinations and never in a way to make pupils feel that they
are a frightful bugbear to be constantly kept in mind and struggled for.
The thought of the lesson, and its practical uses should be kept
uppermost, not the examination. If the lessons are as well adapted to
the pupils as they should be the interest in the lessons themselves will
absorb the attention of the pupil and not much thought will be given to
the examination. The pupils should know beforehand, however, about what
time the test will come, so that any child who has been ill, or who is
otherwise conscious of weak places in his work, may be amply prepared
for examination day. This of itself will remove much of the temptation
to dishonesty.
On the day before the test (or earlier) tell the pupils just what
subjects to be prepared upon. Meanwhile allow any pupil who honestly
needs assistance to come to you for it. Never allow him to think,
however, that you will give to him any help that all the others might
not have in preparation for the test.
Write the questions for the test or examination with extreme care. The
slightest ambiguity in wording of the questions will lead some pupils to
be mystified and to ask for explanations as to the meaning of this or
that. Such questions of necessity lead to confusion and this confusion
will be utilized by the dishonest members of the class for communicating
with classmates or otherwise cheating in regard to their work.
[Sidenote: Explain Your Meaning]
The day before the test, give all directions necessary regarding
seating, paper, form of writing, material for writing, etc., so that the
element of uncertainty and fear as to what is coming may still further
be removed. Explain the object of the test. It is an extra day thrown
into the routine work, giving opportunity for the pupil to review the
past work, to look up and strengthen any weak places in his study and
then to test his knowledge by putting it down on paper. Explain how just
the act of writing out one’s thought makes that thought clearer, how it
shows each one whether he has really mastered his lessons as well as he
had supposed. Tell how it helps the teacher also because it shows her
that some points have not been explained by her as carefully as they
should have been and after reading the papers she knows just what points
need further explanation or review. Let the talk show the pupils that
their papers give the teacher information that she really needs to
know—that they are helping her as well as themselves in taking the test
and let the whole impression of the talk be that of mutual helpfulness
in the matter. Correct the impression that most children have, that the
greatest favor they can do the teacher is to _get the right answer_.
Show them that it is much more important for her to know if the work has
been understood. Make out the questions, not for the brightest pupils in
the class but for the average pupil.
The majority of your pupils are average pupils. It is not fair to them
to include in test questions (unless they are made optional) certain
ones that only the most advanced pupil in the class, or the child who
has had exceptional advantages could answer. Avoid all possible
suspicion of unfairness and in so doing remove another possible stimulus
for cheating. In other words give pupils every possible reason for
confidence in your justice. Never hold up examinations as bugbears to be
feared.
The first test of the school year should be given early in the year,
before much ground has been covered. The first two or three weeks’ work
is likely to be less good than that which follows even where pupils and
teacher are all doing their best. A few pupils have been late. Two or
three have been transferred from other schools. There has been slight
delay in getting books in one or two cases and even under the best
circumstances it takes a little time for both pupils and teacher
thoroughly to readjust themselves to the new work of the schoolroom
after the very different life of vacation time. For all these reasons
the first test should not cover so much ground that the pupils may not
have ample time to make a thorough review of the work done thus far. As
soon as possible after the examination the teacher should review the
general results with the class, being careful to commend every good
feature, something after this fashion:
“I was very much pleased to find questions 2 and 5 so well answered. We
will take a few minutes for further discussion of question 6. It is
necessary to understand this point in order to have a good foundation
laid for our next work. I am sure that your next test will be better
still now that you know just about what to regard as the most important
things to study.” Let all your conversations about tests and
examinations be in a cheerful tone of voice, never giving the suggestion
in any way that they are anything to dread or that you expect anything
from the pupils but the same frank statement on paper that you
ordinarily expect from the same pupils when conversing with them.
[Sidenote: Question Carefully]
Very much can be done by a tactful teacher to prevent cheating by asking
the questions in such a way as to remove the temptation. “Do you think
Gen. Grant’s plan of the campaign (that we have been studying) was wise
or unwise? Give your reasons for thinking so,” is a better form of
question for a test than to say “State Gen. Grant’s plan of a campaign
and give his reasons for the same.” The first question takes the
emphasis off of the mere memorizing of words and places it upon the
child’s individual judgment, thus giving him confidence in writing his
answer since his statement may be very different from his neighbor’s
answer and still be right. With confidence in himself and in the justice
of his teacher there is little encouragement to cheat.
In the meantime while avoiding any act or word which would tempt a child
to cheat, by your own example and by suggestion build up a sentiment of
honor among the pupils in regard to honest work. Above all when you make
mistakes, and all teachers do make them, yourself admit them freely in
the presence of the pupils. Show them that correcting a mistake is the
important thing, not covering it up, or pretending to a knowledge that
one does not possess.
(3) _Cheating by the pupils._