In the “who’s cheating whom?” Kohn’s article, has made a great point to support relationships with students. Students are more likely to cheat if they don’t know the teacher personally. The students need to know we care about them. By spending time with them and talking about their interests help grow a bond with them. They get to know what your personality and preferences are. As you bond with the students they are less likely to cheat on the work/tests in your classroom. This bond has grown to a level of respect. I need to take more time to talk with each of my students and give them choices so they can feel ownership by me respecting their opinion in our classroom. Since I work with high school students, I used cause and effect to show them cheating doesn’t work. I have the answer keys out on a table and they grade their assignment when they are finished. I monitor the students if I suspect they don’t know a concept and they magically finish an assignment. The classes have the mathematic skills and work ethic to be great. We have been working on thinking skills and dipping into our resources to apply to our math problems. They have come a long way this year and my hope is with the combination of “thinking skills” and bonding they will learn to respect learning concepts over their grade.
At the high school level I emphasize the purpose of their work is to practice what they need to so when they take the assessment they can show what they know. The formative assessment, in my classroom, is presented to the students as an opportunity to “show me what they know so I can teach them what they don’t know.” This takes the stress of having to know everything on the test. The students know that I will analyze the test to figure out what still needs to be taught and they have an opportunity to retake the assessment. I have learned to use dialogue assessments with some students. I monitor their work closer knowing that their assessment will in different fashions.
In Cauley and McMillan article on Formative assessment, I was glad to see how I talk with the students, feedback, was a motivating factor in my classroom. I will work harder at describing the work they are doing correctly to them. I learned that it motivated them to want to learn more since they were on target with the concept. I did notice that they adjust their seating and lean more into their work. I also have them grade their paper to see how they did on the assignment. If they see a common error on their paper they are allowed to go back to their desk and fix the errors before they finish grading.
As usual it was a great read and I was happy to see I am headed in the right direction. With a few adjustments I am excited to watch for the changes in some of my students that need to improve their intrinsic motivation.