Cheaters

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The winter break approached, exam stress visible on the faces of the students. Of my four sections of Advanced Placement Language and Composition, one class tested Monday, one on Tuesday, one Wednesday, and one Thursday. On my white board I wrote: Happy Holidays! Do your best! Be your Best! The underlying message—Don’t Cheat! I would be naive to believe that students wouldn’t try. Yet I want to trust them, really I do.

Monday’s scores were consistent with student averages and other tests taken throughout the semester. Tuesday’s test had two paradoxically high scores, but the students missed different questions, so I didn’t think too much about it as I was still grading my brains out with essays, which would comprise 50% of test scores. By Wednesday after walking in on five girls just hanging out in my office, which connects to two other classrooms besides mine, I knew in my gut that my test had been compromised. There was nothing I could do in the minutes leading up to the test that day.  

After passing out Wednesday’s exam, I noted the darting glances from “Felicia.” Every time I looked at her, she met my gaze, and even though this test consists of reading passages and comprehension, “Felicia” failed to even fake read as she bubbled her answers. I monitored like a hawk. She wasn’t copying off of anyone. However, after tests were submitted, I discovered four more inconsistent scores including Bad Faker “Felicia” and three of her friends who had seemingly coordinated well enough to miss different answers.  

So (1) there was the situation with unsupervised students in the office where tests were not visible but also not under lock and key. And (2) I did not physically collect phones or Apple watches during this testing season though none were visible. And (3) normally I give more than one version of any test, but this time, with keys having to be entered into an unfamiliar computer system and too much to do and too little time, I did not. This time I stapled a cover sheet on top that either said Form A or Form B and copied Form A in white, Form B green. Lame, I now know.

So on Wednesday after school with one semester exam to go, I assembled a new test and made copies with the same cover sheet, Form A in white and a green Form B.

Before the test on Thursday, I made eye contact with every single student as I handed out scantrons. To each one of them, I said something like, “Good luck today” or “May the force be with you” or “I’m thinking of you as you test today.” Some of them probably thought/think I’m creepy, but most of them were amused. I added a new note to my white board next to Be Your BestNo Cheating. Before distributing tests, I didn’t mention anything about the suspected cheaters or the new test, I just said, “It’s been my pleasure to be your teacher this year.”

“What? Aren’t you coming back?” they asked.

“Of course, I mean, 2018 has been great, and I’ll see you next year. I hope you all have a wonderful break. Are you ready? Do your best! Please keep your eyes on your own test and keep your answers covered.” Then I passed out the test and proceeded to walk up and down the aisles for two hours.

Immediately I recognized two scantrons with the same bubble pattern—A, B, B, D—the answers from the original exam. These two students weren’t even trying to read and see if those answer choices made sense, and they weren’t keeping their answers covered either. However, I had left one clue that this test was different. The first test had 37 questions, and this one had 39. I kept my eyes on the two, and about an hour into the test they both exuded an air of defeat—heavy exhales, eyes rolling, corners of mouths turned inconsolably down.

Fast forward to the scantron machine that sounded off like a machine gun and left six scantrons bleeding red. Six. Six students had stuck to the familiar A, B, B, D pattern, their scores to the tune of 10-20%.

Skip ahead once more past me telling some co-workers and my dean. Our math teacher had a similar cheating scandal, and I heard many a conflicting opinion on dealing with my cheaters. If I gave these six kids zeroes, they would all fail for the semester, and six more whom I suspect also cheated, but couldn’t outright accuse, would get away with it. If I gave my little cheaters their 10-20% and averaged that score with their essay scores, they will still pass for the semester.  The math teacher and I both entered zeroes into our grade books and left the school that Friday, December 21 for a two-week respite. Grades would not be officially due until our January return.

In the meantime, I’ve reflected on the times I’ve cheated in life. I remember my freshman year, still in junior high. It was just math homework. I’m sure I was too busy with my ninth-grade life to worry about school, so I borrowed the homework of a very smart, kind, and well-respected friend who had diligently completed hers and whose name I will protect to this day. I proceeded to copy her assignment in my history class, and my Civics teacher Mr. Watkins, also the dad of one of my classmates, walked over to my desk, picked up both papers, scrutinized the names, and handed them back to me without saying a word. And I felt ashamed of myself. That’s not to say that I didn’t find a way to cheat my way through business calculus in college, and I don’t relay my own dishonesty with pride.

I say this to illustrate the imperfection of humanity. I realize that the pot should not call the kettle black, and I ask myself, “What would Jesus do?”

I remember the story of a prostitute kissing the feet of Jesus and anointing them with perfume and her own tears and wiping them with her own hair.

I remember Simon saying, “If this man were a prophet, he would know this woman was a sinner.”

I remember Jesus saying to the woman, “Your sins are forgiven…go in peace.”

(It’s all in Luke 7:36-50 with a powerful parable in between*).

There will always be Simons who say, “Let them fail. Teach them a lesson.”

There will always be Jesuses and Mr. Watkinses who teach lessons in other ways.

There will always be people, like me, who choose wrong from time to time, but continue to try to be better than who they were before. Isn’t that what we all do in January? Resolve to be our best selves?

When I go back to school, I’ll give my students credit for their essays and say little, maybe even nothing like Mr. Watkins, and like Jesus, I’ll forgive with grace and peace for new beginnings in the new year.

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*Luke 7:40-43, New International Version, biblegateway.com

40 Jesus answered him, “Simon, I have something to tell you.”

“Tell me, teacher,” he said.

41 “Two people owed money to a certain moneylender. One owed him five hundred denarii, and the other fifty. 42 Neither of them had the money to pay him back, so he forgave the debts of both. Now which of them will love him more?”

43 Simon replied, “I suppose the one who had the bigger debt forgiven.”

“You have judged correctly,” Jesus said.


Are You a Good Communicator?

Each Monday in homeroom advisory, the students and I answer a couple of questions as a team-building exercise. One at a time, we relay a detail or two about our weekends and practice the art of communication. Some say more than others. Some endeavor to entertain. Everyone participates. The school dictates the other query through a leadership class for senior students in charge of facilitating activities for the 9-12 homeroom.

Last week as advisory started, a soft-spoken senior named Diego wrote on the board, “Are you a good communicator?” He turned to face the class and proceeded, “I’m not a good communicator…,” followed by his why. Something stuck my heart as he spoke.

From my rolling chair at the front of the room, I rolled left and right for the ultimate vantage point, listening to my twenty-three kids, digesting their responses to understand, and preparing mine to note my observations. I perceived a clear division between the extroverts and the introverts. The extroverts expressed satisfaction with their abilities while the introverts beat themselves up, half of them echoing Diego, “I’m not a good communicator…,” followed by whys. Each time my heart sank a little lower.

Student after student said things like, “I know what I want to say. It just doesn’t come out of my mouth,” and, “I just get nervous and end up not saying anything,” and, “When I work with a group, the loud people take over, and I might have something to say, but I miss my chance,” and “It takes me awhile to think, and I usually think of the perfect thing to say later” and “I just don’t care enough to say anything.”

After the tenth or eleventh time of hearing, “I’m not a good communicator,” I contemplated the purpose of the activity as well as my heart condition for my fellow introverts: Have I been the kid who’s hard on myself due to failed conversations? A thousand times, Yes! Do we really want kids to leave here feeling terrible about themselves? No! No! No!

I carefully crafted my conclusion to change the course. “I communicate better in writing than verbally,” I said, pausing for eye contact. “I’m a quiet person, too, and I like to think before I speak. As I listened, I was up here thinking that I have a problem with this question.” I hesitated with a purpose. “I don’t think any of us should beat ourselves up over a personality trait.” I took another second or two to let that sink in. “Some people love to talk. Some don’t. Doesn’t communication go two ways?” At this point I became aware of some approval in the form of nodding heads. “It seems we could’ve talked about the meaning of communication first. Some people are really good at conveying their ideas, but they might not be as good at listening. I think all of us have room to improve.” And from there, I chatted about my weekend…but the question bugged me all week.Effective communication

 

“Are you a good communicator?”

 the-single-biggest-problem-in-communication-is-the-illusion-that-it-has-taken-place-quote-1

Then Fall, Mrs. Byers!

It was a day like any other day—me, teaching the next generation, returning their graded memoirs, explaining the meaning of revision and the next phase of the assignment while traversing every inch of the classroom.

“Just because I marked up your papers doesn’t mean that they are terrible,” I said as I as I handed students their work.

Passing back the first essay of the year always breaks my heart. Their faces reveal disappointment, so I try to soften the blow. “I enjoyed reading your stories. We can all improve our writing—I know I can. Overall, we need to work on more action verbs, so I marked your ‘Be’ verbs—am, is, are, was, were, be, been, being. Oh, and get, got, getting, gotten, which are informal verbs. We tend to overuse them when we could be more specific. I want you to listen carefully. We will never ‘get rid of’ the word ‘get’ in our daily language. Did you hear what I said? I said, ‘We will never ‘get rid of’ the word ‘get.’ That’s just how we talk. But listen again. We can eliminate—the word ‘get’ in our writing.” I slowed down the word ‘eliminate,’ enunciating each syllable, pausing with some drama and a small smile in hopes they processed my point. “Did you see what I just did? ‘Eliminate’ and ‘get rid of’ mean the same thing. ‘Eliminate’ sounds more sophisticated, which is what we want as juniors in high school, heading to college, right?”  

A sea of heads bobbed up and down in agreement as I continued passing out papers.

“Many of you wrote about some heavy, life-changing events that could be really nice college entrance essays. Universities want to know who you are and how you have become that person, so I want you all to have essays saved that are your personal best. That’s why we are revising. To revise means ‘to reconsider’ and ‘to alter.’ Some of you may have written four pages, and by the way, college entrance essays usually have a word limit, but a memoir should be just a moment in time. I want you to work on showing me versus telling me. Some of you could cut quite a bit and then explode the details of one moment.”

Speaking of a single moment, my left foot stepped on to a backpack which started a slow-motion slide across the tile floor, my foot along for the ride. All of my weight shifted, and I heard myself saying in rapid-fire succession, “Sorry, sorry, sorry,” as if I had stepped on a child. I could do nothing to prevent the fall. I remember my unsuccessful attempt at catching myself and the soft thud of my right knee making contact with the hard tile. I remember sitting on the floor wondering why ‘sorry’ in triplicate had issued forth from my mouth and wishing for wittier words mid fall—“Et tu, backpack? Then fall, Mrs. Byers.” I remember feeling thankful for wearing pants that day and wondering how I could gracefully stand once more and continue teaching.

My class very politely stifled their laughter, as I gathered my composure and rose as if on wings with strength and dignity. The owner of the offending backpack said, “I’m sorry.”

“It’s okay,” I said on two feet once more, papers still in hand.

I remember another student making eye contact and saying, “Are you okay?”

“Yes,” I said. “All but my ego. Thank you for asking.”

Somehow I carried on. It was the last class of the day, and somehow I didn’t die of humiliation. Somehow I made it home, where I examined my knee for a bruise and found none. I would be okay.

A day or two passed before I finally told Kody, and as suspected, he burst out laughing, the hearty, contagious kind that made me giggle, too. “You’ve gotta admit. That’s funny as shit,” he said.

Okay, I admit it. 

vince lombardi

Here’s one more for a Monday morning…