Is there a way to decrease the amount of cheating in our classrooms?

I don't find too much rampant cheating when it comes to assessments, mostly because I sometimes use a couple different versions of the test and then when I don't, I still act as if I am (by telling kids to be SURE to put their test number on their answer sheet), so kids don't even try. This year I do plan to collect cell phones before any assessments because although I can usually catch kids cheating that way, I just want to eliminate the temptation.

At the beginning of each school year, I also give a big speech about how for everything literature related, I KNOW that my students will have the knowledge in their own brains to do a good job IF they simply try. Unfortunately, I still always catch a couple plagiarists every year, mostly because the kids aren't quite savvy enough to change the wording a bit and I'm immediately tipped off because the writing doesn't "sound" like them. I tell them that I'm really good at spotting this kind of stuff.

Also unfortunate is the fact that it's typically the really high-achieving kids that are more prone to cheat, whether it's because of pressure from their parents, pressure they put on themselves, or whatever. Some prior posts have mentioned this as well, and for me, I'm up front with the kids about how easy it is for me to catch them, how it's totally not worth it, etc... but ultimately there will always be a few who try. Then when word gets out that they've been caught, I usually don't have many problems for the rest of the year.

As others have mentioned, not using worksheets (I still rely on them to help teach grammar though) that can be easily copied is a good start to eliminate day-to-day cheating, as well as having them do (or at least get started on) their work in class whether in small groups or not.

Unfortunately, I think that cheating is sometimes a right of passage. Now, this hasn't stopped me from going out of my way most times to deflect it. The biggest question that I ask myself from each assessment that I develop is, "What is my goal from this?" (I know...duh.) Yet, I amaze myself with how many times I adjust the activity the better meet my students/my needs.

If I am trying to get an accurate idea of how well students grasp new vocabulary, giving them a matching/multiple choice HW assignment is futile. As a warm-up/wrap-up? Maybe. Otherwise I can guarantee that the minute they aren't being monitored--they cheat!

I have also started incorporating into my Humanities curriculum lessons in the difference between "cheating" and "using your resources". The technological/internet age that we are in has made it virtually impossible to fight sites like SparkNotes.com or Wikipedia (gasp)--nor do I think we should. I've changed my thinking from "No. Don't use it." to "Alright. Let me teach you HOW to use it." I've achieved better results. An added bonus is that the kiddos enjoy the short-cuts and appreciate that you are working on their level.

I am a pretty easy-going teacher, however, one tried and true strategy that I commit to (and my students hate me for) is the collection of HW before they even walk into 1st seminar each day. I am lucky enough to have a co-teacher--but every morning I collect the boxes of work and mark off completion points for HW assignments. Non-negotiable--no work,no credit. Late to school? I better be your first stop before reporting to your assigned class. This gives me an accurate depiction of who is (at the very least) TRYING to do my assignments.

Hope this helps!

Cheating has been around as long as competition has been. The idea that it can be stopped completely is a bit ridiculous (no offense). Cheating can only be offset by offering a comprehensive test OR perhaps a delivery method that requires the student to put forth an effort, such as a technology assignment, graphic novel, etc. Once we figure out the point we are trying to get across or reinforce, then we can figure out how to best teach it that doesn't lend to an atmosphere conducive to cheating. It does bring up a greater topic of how should students be assessed...but that's another forum...

I think the best way to decrease the amount of teaching in class is disciplinary action. I understand that sometimes you have to make the grade, and cheating becomes one of the options to help you do so. However, it does end up hurting the students in the long run. I feel teachers should also push the idea of honesty. If students are honest about not doing the work, they should get a one day deadline, and partial credit for turning the work in and completing it on their own. Teachers should not have to give and take with students and their school work, but the realistic matter is that cheating does exist. When more people are punished for their cheating, it becomes an example to others that they should not cheat. I have seen a lot of students cheat in my classes, and a lot of my teachers that turn their heads regarding it. That's when it becomes a bad habit, and every student should be treated fairly regarding their school work. Personally, I am a student, and I never take anything so serious that I feel I have to cheat on it. I'm a firm believer in karma, and I always fear that cheating would come back to hunt me.

After numerous discussions with students and parents regarding plagiarized essays, I realized I needed to use a few different approaches when assigning important essays/projects. Here are a few ideas I have implemented successfully in my classroom: 1) I start the school year with a unit on dishonesty. The students journal and discuss personal experiences of being hurt by dishonesty. Only after students establish a clear consensus about the importance of truth to friendships, communities, families, etc. do I transition the lesson to one about academic honesty. We review a few real life cases of high profile figures caught up in plagiarism or resume padding. Each student draft's a personal statement regarding his commitment to academic integrity. These statements go on the front page of their writing portfolios. I also post copies of them in the classroom. 2) All major writing assignments begin in the classroom. I provide sufficient time for students to develop their initial outlines and rough drafts during class time. Even if the final paper must be type-written, I require students to submit their original hand-written outlines, notes, and rough drafts. 3) If I believe in my gut that a student has crossed the plagiarism line, I meet with the student before I verify my suspicions by checking for on-line evidence. I initiate a sincere conversation about my concerns and urge the student to take the paper back for revisions. Only once has a student insisted that he had not plagiarized. The other students either explicitly or implicitly thanked me for giving them a chance to live up to their commitment statements. They retrieved their essays and submitted their own work within a day.

An exploding trend I noticed this year was students answering the never-ending history and science worksheet questions. Instead of reading the text and answering the questions, students googled the question. Oftentimes they could access the exact worksheet from the textbook company, along with the answers. Not sure if this classifies as cheating, it's clever if nothing else.

In my English classroom I try to move away from plot summary worksheets and have students respond to big ideas that are harder to google.

...said her father would beat her if she got an F and was removed from the class, as threatened.  The administrative assistant said that the girl in this instance was likely telling the truth.  I hate cheating, but I couldn't live with the idea that I would be the 'cause' of her being beaten.  (I know, I know, I didn't force her to plagiarize, but still...) I let it go.  She didn't do it again.

There's a way to eliminate cheating almost completely in our classrooms. Notice I said classrooms, not cheating in general (plagiarism, etc).

While it is't economically feasible, there can be a 1:1 student/instructor ratio. With this change in place, combined with the harsh penalty of getting caught (I unfortunately dont remember the penalty of getting caught in high school), this will almost eliminate all cheating in classrooms. I say almost, because there probably will always be that 1% of people who want to get caught for some reason, reasons that range from getting dared and wanting to fail school.  I think with this change in place, asside from the aberrations, cheating will drastically drop.

Does everyone have access to turnitin.com?? My district has a subscription to this and it works wonders. The students submit their papers to turn it in and then you can run it to see if they plagarized or not. I feel like a large number of my students do not even try to plagarize because they know about this program and they will not get away with it.

We have a contract that students and parents have to sign regarding our cheating policy. While we still have to have proof, it has worked in the past to remind as support when a parent confronts us about punishing his or her child for cheating to remind them that they have signed a contract. How to decrease cheating, however, is still a problem.

I always try to talk to my student about morals and cheating. Even with these talks though, cheating will happen. During a formal assessment I always walk around the classroom and actively monitor the students to reduce cheating. Every year I have at least 1 student who chooses to plagarize on their essays. When this happens I have a serious talk with them about the consequences of doing this. 

 have three or four versions of the test. just rearrange the answers for each version. same test, different order, so if they cheat it will be very obvious.