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If this is a situation like it is where the student has worked very hard the whole time in class and is close to not passing the class, I would sit down with that student to discuss options for how they can pass the class whether it is staying to get extra help after school to better understand the concepts, do an extra credit project, etc. For the effort shown by the student I would want to help them pass the class in some logical way!

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I would sit down with the student and figure out what he needs to do in order to pass the class. I would get a blank calendar and help the student pace out what things he needs to get done in order to pass. I would allow some extra credit at his level that would encourage him to keep going. I would remind the student to not give up and remember to use a growth mindset while continuing to get these assignments done.

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Midterms are a great time to check in with students and find out what areas they are struggling in or excelling at. I would meet with the student and identify where the student is struggling. Then we would come up with a plan together to help set the student up for success going forward. Depending on what the student is struggling with we could set up some extra time to go over content together, work on time management, or set up a peer tutor. I would assure the student that if they continue to work hard there is plenty of time to improve their grade before the end of the semester. I would set up a check in with the student about half way between midterm and final to see how they are doing and if they are on track.

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I would tell this student that I appreciate and have noticed their hard work so far this semester. I would sit down with this student and we would talk about the areas for growth and figure out what the student is struggling with in this class. Is it time management? Is some of the content hard for the student to understand? Is there a different form of testing for me the student to show me what they know? After figuring out the areas of difficulty for this student we would come up with a plan of action in order to learn the material and feel successful. I would offer to give the student a study schedule, set them up with a peer tutor, or offer times for them to come in to work with me. I would ask that they focus on learning instead of just passing and keep in mind their hard work when grading.

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I would thank the student for coming to me to express his feelings about the class. We would come up with a study plan and I would help him formulate a schedule that he could use before the test. I would offer to come in early/stay late to help him student with mayb ea study group so he could rely on his peers? Remind him that the learning is the most important thing and that I will take that into account while grading.

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I think mid-term would be a great time to check-in with this student to see where exactly they are struggling. If they are working hard, then something may be missing, because otherwise they wouldn't be in danger of failing the class. It may be beneficial to hold a conference with this student to see how either you or a tutor could better support this student. Luckily, this student would have another half of the semester to get their grade up; which in my mind is plenty of time to develop a plan to support this student in order for him to pass the class. Does he need better support to keep him organized? Does he need extra help before or after school to help him understand his work? Bottom line, having an open conversation about how to support him is what is necessary at this point.

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I let him know that I have seen he is working hard and that the mid term is a great opportunity to show that. I also let him know that I have noticed his effort and would be very willing to offer extra help for preparing for the mid term before and after school to make sure that failing is not an option for him. The last thing I would touch on is that it is only the mid term and that means you still have half of the class to get the grade to somewhere you like. If you struggled early and now changed some habits and plan on staying the course that you will be fine.

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If this student isn't failing and it's only mid-term I would explain to them that if they continue to stay driven, focused, and are determined to do well in my class. Then there shouldn't be a reason that they won't. Mid-term for my school means that student still has almost 8 weeks. If this student truly has been working hard to catch up, learn material, or become a more motivated student then this students has 8 more weeks to turn their grade around. I would definitely come up with a plan for this students and share it with their parents and the school counselor, just so we are all on the same page. But if I have noticed that this student is really trying to change their goals in school and has been redirecting their time towards my class, I wouldn't be too worried.

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I am concerned that if this student has truly been working hard and is in danger of failing this class there should have been some earlier interventions or other ways to support this student. I am also concerned that the student feels that they "just have to pass." Both of these statements seem very end result focused or maybe that too much weight is being put into the grade on the mid-term. The environment that has been created in that class has probably influenced those responses which is why we need to be aware of what we model and how we communicate with a growth mindset.

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When I read this the phrase "has been working very hard" stuck out to me. As a student who struggled in school I feel for this student. Things didn't come easy, I worked hard, but my grades often didn't show it. If a student has been dedicated and has been trying I find it hard to fail the student. I would hope that I would have noticed that student was struggling long before grades were due and offer to get them extra support in areas that they needed.

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I think that the important part of this scenario is that the student has been working very hard in the class. The idea of a growth mindset is not that you get everything 100% correct, but that you put the effort in to challenging tasks. It is clear that if the student is trying hard, but still not passing that they may need some additional help with the classwork. I think teachers should be proactive when they notice a student isn't being as successful with the class as they could. I would try to meet with the student and see where they may need some extra assistance. If the student was up for it, I would also let them try to complete additional work or redo work to increase their grade.

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I have a few students in mind that would fit this description. They are students who work very hard, but is in danger of failing. Most of the time in my class this is due to the weight of tests were are 80% and assignments are 20%. Even if students retake the tests and do a little bit better, they could potentially still fail. So, one thing that I do in my classroom is have students verbally explain the answer the question. Sometimes students are not good test takers and they can try so hard and when they get to the test they forget all the information. Talking the information through with the student is key in this scenario.

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I would meet with this student individually to review his previous assignments and tests. The fact that the student is working very hard and still struggling shows me that he is not understanding the concepts I am teaching and he needs more support. Throughout our conversation I would ask him to help me understand what his specific struggles are, for example, what areas are causing confusion. If he was able to pinpoint his areas of struggle, and because he is putting full effort forth, I would offer support to clarify and clear up his confusion. This reminds me of last weeks scenario, and at the end of the day, we have to ask ourselves "what is our end goal?" If our students are putting their full effort forth and not able learn and understand the concepts, then we need to adjust and adapt to help our students learn.

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I teach first grade and haven't had to experience something like this. BUT something that stands out to me is what is in parenthesis. This student has been working very hard which means they have put in EFFORT. Effort is what is key here. I would have a conversation with the student and parents and offer my assistance as best as I could. I still want to hold the bar high for my students, but I believe in giving grace where needed. If the student is trying and going back on assignments or tests after receiving feedback to make necessary corrections and doing their best in making attempts in their work then I would pass this student.

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In this situation, knowing the student has been working very hard but might not be connecting with the content reminds me of High School Chemistry. It didn't matter how much I looked at the book or worksheets, I just couldn't get it. I was good at math, but something about Chemistry just didn't click. If I had a student in this need, I would explain my experience and work with them. As a teacher, we have the right to bend rules to help those who truly work hard but struggle. I could offer extra help during lunch, before school and after when available. I could offer alternate testing or one on one testing to help guide them if they are struggling with comprehension, but the overall goal is to have them meet me half way. If I have to work more than half, I would be working more than them and they would be doing less than me. Knowing your kids, encouraging them and going out of the way to educate them is our goal and job. Communication is the key in this scenario. If they are sincere and have really been trying their best, they deserve to have an alternate assignment, test or anything to help them pass the class.

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In the HPE department students are actually not allowed to retake tests because we have found so much cheating resulting in this. I would just restate to the student that, this is our policy and we need to respect that. I do think if the student was being very adamant about it I would provide a different assignment or a project where they could demonstrate their learning in another way.

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I haven't had this situation in my class because I teach second grade. However, it is interesting to think about how I would handle it. I love that this particular student has been working hard in the classroom. If the student is trying hard, I would do anything I can to help the student pass the class. I would sit down with this student to explain the concepts in order to help them pass. I would also create something such as extra credit to help this student pass the class. It does not help the student to fail the class if they are working hard and doing their best.

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This teacher or school needs to come up with a new policy for test make ups. If the student wants to learn the material and try again to show their knowledge why would you not let them? This student is invested in improving and feels that they can do better with more effort, growth mindset no? If the teacher does not want to grade another test then they could assign the student extra credit related to the content that was tested.

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I disagree with this weeks scenario.  Our district allows as many retakes as possible to show growth.  I struggle at times with this as some kids will not study knowing they can retake a test or an assignment and it is frustrating because it makes more work for me to rewrite a test and grade it multiple times as well.  In this situation, I would offer the student to come in during lunch and study with me to make sure they are ready for a retake.  I would also be open to them doing a verbal test or talking session as some students struggle with a written test.  The only thing I ask is that they would either come in during lunch, before school or after.  A verbal test might make me realize that the questions on the test might not be written very well and I could adjust it for the future.

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I would never let this happen in my classroom. Our job as teachers is to teach our students the material/content/standards and help students achieve the standard/material. I would allow the student to retake the test if they did not pass the learning target (70% or less) I allow students to retake the test until they receive 70%. Students are encouraged to retake, but not required.

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I don't think the teacher in this scenario is reacting with a growth mindset. The goal is for the student to learn the material and also learn from their mistakes. Standing firm on not being able retake OR engage in alternate ways to learn and be assessed could send the wrong message. I value the student's voice and his desire to do better. Do I think it should be easy? No. If he wants this he will need to put forth genuine effort. I would ask to set up a time to talk with the student, and possibly his parent(s), about his effort on the test and his plan to redeem himself which may include him coming up with a way to show that he understands the material. We will also discuss a future plan so he is less likely to repeat this mistake.

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I don't think that I would ever not allow a student to make up a test. They are trying to prove to you that they believe in themselves to do better. If we shut them down on getting any additional chances on trying to make their work better than they are never going to have a growth mindset. I would handle this situation by setting up a time for the students to redo the test at a time that works best for them.

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I would make sure that all students understood my policies right at the beginning of the quarter. When this student would keep persisting I would let them know that failing one thing in my class is not going to result in an F for the quarter and that only they have the power to change things. I am here to help and assist you in anyway I can and make sure they understand that failure is a normal part of learning. I would then try to give some examples of when I had failed in the past and how it actually helped in the future!

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This scenario makes me sad because I can tell this student is anxious about the grade and is very upset. As his teacher, I would sit down and look at the test together. We could come up with a plan together for the next part. I do think that teachers need to hold onto the rules/expectations. If this teacher gave extra credit or allowed a retake, he/she would need to adjust that so all students had this opportunities. Which I think is the better choice anyway! Kids shouldn't only get one chance for things. Allowing them to reflect, get support, and then try again to show what they've learned supports growth mindset more.

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I think the key here is that the student "has been working very hard". This definitely changes the scenario and the resulting approach a bit. I would sit down with this student one-on-one (and possibly even a parent) and talk about what can be done from here to pass the class. Assignments may be missing or possible retakes on tests. If the student truly was putting in their best effort all semester, I would definitely be inclined to support them. Hopefully I would have caught the situation a bit earlier or the student would approach me with enough time for them to make up assignments and raise the grade. Effort is what is important and if the student put in genuine effort but just struggled with the content, I do feel they deserve to pass.

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I don't think this is a healthy or helpful way to respond to a student's concerns. They are clearly set on trying to fix their mistakes and make up their misunderstandings on the test. I think it would be fair and some "middle ground" to allow the student to fix their mistakes on the original test and work through the questions they got incorrect. Student understanding is the goal anyway, so by allowing them to go back and look at their mistakes would be a huge opportunity for them to learn and grow! I don't think "extra credit" would be necessary, if you simply allow them to go back and fix the original test. Since they're taking the time to fix their work, I would allow students to gain some "points" back on the test, because as I mentioned earlier.. the student understanding their work is the goal at the end of the day. Not the fact that they either Ace or Fail a test.

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I think being clear about your test expectations is a great way to avoid having this conversation. With that being said, I think it is fair for the teacher to offer to allow to help the students with questions they got wrong on the test. The purpose should not be to receive a better grade but to understand the content better. So, explain to the student that you would like to help them through the test, but that it will not change the original grade he received on the test. The students also needs to know that he should go to the teacher if he needs help in the future.

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There should never be a time when a student comes and demands that a grade be changed, that isn't how it works.  The grading guidelines should be very clear at the beginning of the year/semester and there shouldn't be any surprises.  If they were in this situation I would have hoped that they would have come to me soon with concern.  I would sit down with them and discuss what was going on and see what I could do to help.  We could then develop a plan together. I always believe that there should be an opportunity for growth so I don't see anything wrong with allowing them to retake a quiz or test.

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As a kindergarten teacher I haven't had to deal with this situation with my students but I know my husband at the hight school level has.  I would sit down with this student and have a meaningful conversations about what was going on and what they needed from me in order to help them.  We would assess what they had submitted for work and see what they could do to increase the grade.  I would be way more willing to help a student who came to me ahead of time and was wanting help than a student who just expected me to fix it at the end without putting in the effort.

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This happens a lot in middle and high school I feel like. I would tell the student that we need to set up a different time to talk about this topic. I would then sit down with that student and go through their grade assignment by assignment and test by test and talk about the opportunities that the student may have missed throughout the quarter to improve their grade. I would also have tried to catch this almost-failing grade before it became too late so that the student still had a couple weeks to improve their grade.

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This situation is very problematic for me. As an elective class teacher, a student who is giving their best effort will never fail my class. If the content of a class is difficult for a student, the teacher should exhaust many efforts to help the student be successful. This should be differentiated based on the student's needs but could include, involving the parents, discussing issues with administration, counselors, and/or special education teachers, and providing one on one help for the student outside of class. You could also adapt your testing methods to help the student succeed.

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First, the precedent for grades and expectations should be set in the first week of a class. Next, you should never allow a student the power to "demand" anything from you. However, you should be able to work with the student to figure out what happened on that test, and come up with a plan to get the student the help they need to bring the grade up. We should never close opportunities to allow students to make growth.

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I would use this as an opportunity to sit down with the student one-on-one and do some goal setting. I would ask the student questions like, "Why is it important that you pass the class?" "What are some little things we can do to prevent anxiety close to the end of the mid term?" "What can we learn from the mistakes that have been made on summatives?" "Can we work together to correct some of the errors?" I would also want to tell the student that I am proud of the hard work that has been put forth and encourage them to reflect on the goals made moving forward.

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There is a story behind every child's work ethic, grades, etc. I would talk with this student about the why this happened on this test/quiz and what his/her study habits were like. I would do my best to work with the student depending on the situation. I would want to make sure that this was not a pattern from this student and if it was a pattern, I would want to help this student get on the right track with putting in the most effort and doing their best. This requires a great relationship with the student which is why I focus so much on building relationships starting right away in the beginning of the year.

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I would have a conversation with this student, but before my conversation I would look at his past tests and assignments to see if this is a typical grade or out of the norm. If it is out of the norm I would then start out my asking him if something was going on and discuss that further. I would also sit down with the student and go over the test questions that he got wrong and go over concepts in greater depth. Another option would be to see how many other students failed the test, if I saw a lot of students failed the exam I would discuss the test whole group and go over concepts that weren't understood.

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I would sit down with the student and ask him what was challenging for him in this unit. Based on his grade, he clearly did not understand the unit. I would also look back at previous test scores and see if this was an unusual grade for him. If it stood out as an unusually low grade for him, I would start out the conversation by checking in and seeing if anything else is going on in his life that is shifting his focus away from school and/or causing him stress. After discussing these things, I would go over areas of difficulty with the student and make sure he has a better understanding of the material. I would give him the opportunity to study again and retake the test on a different day.

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I once had a professor in college start his class by saying something like this: "I give grades based off of what you learn in this class. Notice how I did not say WHEN you learn it. You WILL learn the material with hard work and effort. The timeline is different for us all, however. So if you don't get something the first time around, try again, and then keep trying until you understand it. Once you've put in all the effort you have and understand the material to the best of your ability, that's when you'll receive your final grade." I was sort of taken aback by his words at the time, not really understanding what he meant. But as the course went on, I understood, and I would approach this situation in the same way. If a student receives an "F", it is obvious that they did not understand the material. I would sit down with them and go over the test questions, supporting them through the work. Then I would allow them to re-take it. Students learn at different rates. If a student needs a little more teaching or a little more time to understand material then I will give that to them (reasonably- the effort has to be there). Isn't that the goal of education? That students learn? Some may need a little more time and support, but if they learn it eventually, then we have done our job and their grade should reflect the effort they put in to learn the material.

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The student obviously did not understand the concepts on the test if they received an F. As a result, I think it would be very beneficial for the student to sit down with me and go over the test together. This way the student can ask questions and I can explain to the student whatever they don't understand. This is a great way to bring more clarity to the concepts and for the student to make sure they can get understanding for the future.

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In this situation rather than giving the student extra credit or simply letting them retake the test I would sit down with the student and go over the test with them. Sometimes people are able to articulate their answers verbally rather than written on a test so maybe they can explain what they really meant. The only way we are going to learn from our mistakes is if we are given the chance to try again. Whatever the reason is that the student did poorly on the test, they now know didn't work and they will do it differently next time. Everybody has a bad day or can have extenuating circumstances that affect us and how we are able to complete a task. Giving the student a second chance will let them know it's ok to make mistakes and they can do better.

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I think this would be a good time to talk to this student about what school is really about. We are helping students to explore and learn to enjoy learning. Just passing is not meeting the goals of any class. We want them to be motivated by the material and excited to dig deeper to grow their brains! I would also talk to the student about why they are in the spot they are in now. What can I do help them get back on track? Making a plan and getting parents involved sounds like a must at this point.

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I would arrange some time for me and the student to go over the test together. I think it would be important to help this student work through the issues and I can really see where they are struggling still. I would be sure to use growth mindset phrases as we went through the incorrect problems. I would want this student to walk away feeling hopeful for the next test. I would also go over strategies to be more successful. Perhaps they need help with study materials or setting aside time to study.

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I am a firm believer in retakes. When I teach I want students to understand the information, no matter how long that takes. I always make the students either do work to show they have improved their skills before they retake the test or I allow them to fix their mistakes and do a little extra work (IXL skills) in bring their test score up. I was always a poor test taker in school and would have benefitted from my teachers allowing me to retake or fix my tests. The school that I work at currently enforces retakes/fix and returns on all summative assessments.

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Mrs. Johnson should have a private conversation with the student she caught cheating after the test. She should talk to the student and ask the student why they felt the need to cheat. She will be able to find out if that student needs help with the academic and didn't know the answers, or if they did not have the confidence in themselves. She will be able to help that student to be successful in the future. If she suspects other students are cheating I would have a conversation with the class about the purpose of testing and they will not get anything out of cheating.

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Knowing the grade Mrs. Johnson teaches would help determine what I would do and how I would address the students involved. In first grade cheating on tests isn't something that I see. Occasionally a student will say someone cheated at a game they were playing, but that's about it. I think sometimes young students aren't even really sure what cheating is. Typically if a student says someone cheated on a game I'll talk to the students and try help them explain their thinking and what they can do next.

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For starters, this is a prime opportunity to have a meaningful discussion with this student. I would first address and determine why the student is in danger of failing the class in the first place. What is holding the student back from being successful? How can I help him/her get on the right track? Secondly, I would praise and acknowledge the hard work that this student has put forth in the class (despite being in danger of failing). Providing that little "celebration" of work could give the student a confidence booster, and building confidence is key in developing a growth mindset. From there, I would help the student generate a plan to move forward in the right direction and equip him/her with the tools he/she needs to persevere and keep working through the challenges that they are facing. Perseverance is also an important factor in developing a growth mindset, so touching on that is also key. Once the plan for success is established, it's go time!

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This is always a tough one for me.  I am now teaching PE full time so it doesn't relate as much as we are moving towards participation and less paper pencil/tests as we did in the past.  On the flip side, When I get a section of either 6th or 8th grade health with class sizes 36-40 in a small room, I know there are wondering eyes.  What I have learned in the past few years is that a test with high points and large class sizes only draws more chances for kids to cheat.  This long distance learning has proven the work ethic of my best and less than stellar responses to our assignments.  Some kids would copy and paste knowing it "counts" per our districts guidelines and my students I thought would knock it out of the park, didn't do much.
In this case, I would remind the students during the time I suspected cheating and remind them of the code of ethics and how important it is to do your own work. If they try their best and don't like their result, they have a chance to retry it with no penalty. After seeing the results and finding multiple scores with the same answers wrong, it would give me a chance to have hard evidence to have the honest and courageous conversation with the students involved and remind them that they are individuals who have their own mindset and that if they are not prepared for a quiz/test, they can always opt out and study and try next time. Integrity means more to me than just a grade that they really didn't earn with their hard work and dedication.

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Cheating is not something that I commonly see in the first-grade classroom. If I see it I believe it is completely innocent. I am not sure what grade Mrs. Johnson teaches, but I believe that at any grade (even in first) it is important to have a one-on-one conversation with the student after the fact. It is never okay to call someone out on something in front of others, especially if you don't know for sure if it is happening. I think in order to keep a trusting relationship between the student and yourself it is important to pull the student aside later and ask about the incident.

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Cheating is something that I don't personally see in the 1st grade classroom often. I don't think they know what cheating is other than in board games. With that being said, I would make sure the physical makeup of the classroom doesn't encourage cheating. How could this teacher reflect and change the seating arrangements for next time? As for the student, I would approach them after the test and ask them what they felt good about and what they didn't feel so good about. I would then make it a point to give some tips for studying and friendly reminders about the importance of not cheating before the next test.

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Interesting scenario! In my district students are allowed to make up work on summative tests and projects but not on formative assignments as they are viewed as being practice. In this situation I think it would be important to sit down with the student and have a conversation about the decisions made that led to the poor grade. Something going on at home? Not understanding the material? Not enough time to prepare? After that conversation the teacher and student would have enough information to come up with a plan to try to avoid the same situation from occurring again. I also think that going through the mistakes and using them as an opportunity for growth would be important as part of the learning process.

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If a student is cheating I my class I would want to think about the praising I am using in the classroom. If I praise perfection and correct answers, my students may feel that is what is important and feel the need to cheat to please or impress. If students know that I value hard work and effort, they may be more likely to value those as well.

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As a teacher, I would want to discuss with the student why they are close to failing the class. During that discussion, we would come up with a plan to help that student. What that would look like would depend on the "why". It is important for the student to persevere in their studies. I would also want to convey to the student that they need to think differently about "I just need to pass". That might involve setting some goals for the rest of the school year. Working with the student to help them come up with a plan is also important.

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What an interesting scenario. Our district has started some serious conversations around grading for learning. In the conversations that have started, allowing a student to retake a test would be acceptable. I would be curious as to "why" they got the "F" as a grade. Did they study? Did they not understand the material? Did something happen at home that prevented them from fully focusing on the test? As a first grade teacher, we don't give letter grades. We do look closely at the Math test to see what areas a student needs further instruction in.

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Cheating is one of those things that has been around forever and I don't see it going away anytime soon. In this scenario I would make sure to speak with the class at the beginning of the quarter along with the beginning of each test day to remind them of my expectations. Another thing I let me students know is if they do not know something that it is alright and I will try to help them get started in the right direction so instead of cheating and getting a 0 come up and speak with me and do your best. Lastly I let all my students know that the tests are weighted the same as any other assignment category in my class so they have lots of opportunities to improve grades other than just tests and it gives students peace of mind who struggle with exams.

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Personally, I think it is appropriate to have a discussion with your students in the beginning of the school year about cheating. Cheating most often happens because students are afraid to be wrong. I think this is a great moment to address with the class that we do not expect for each student to get every single problem correct. I explain to my students that I only use tests to help inform me on how I can help teach all my students better. If they aren't being truthful on their test, I won't know what you need help with. I think this helps to ease some of their anxiety of wanting to be correct. I also let them know to always just try their best, because that is all I am asking of them. I think once you have built that strong trust and explained the purpose of a test the students will not see the need to cheat.

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I know this is a made-up scenario (which probably happens to actual students), but this would never happen in my classroom. But I would first listen intently to the student and hear out his side of the story. Perhaps there is some underlying issue or outside circumstance I don't know about that caused him to perform poorly on the test. We can't control their lives outside of school and that aspect of our students often plays a role during class time. I personally believe that students should always be given the opportunity to improve a lousy test score. Isn't the goal to help our students grow as learners and provide opportunities for them to master the standards that we teach them? If we don't let them improve and attain success with the standards we teach, are we even really doing our job? I would definitely set some retake guidelines for the students and allow him to improve his score once he has studied more/is in a better frame of mind/feels ready.

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Cheating -- it happens. It's something that has been around forever and is often hard to prevent. But one thing that educators can do to lessen cheating is find ways to assess students in more ways than just a standard paper test. I've been developing different types of assessments over the years (oral exams, collaborative assessments, open-ended tests) to switch things up and not only do they engage students more, but it's very hard to cheat. With that being said, with this scenario I would first address the student(s) I suspect of cheating and get to the root cause of why they are cheating (if it is discovered that they are in fact cheating). Do they have test anxiety? Would they prefer testing in a quieter space elsewhere? Did they feel unsuccessful during the previous lessons and need more time? Are they feeling pressured by me or parents at home to do super well on it? Once that is established, I'd have a conversation with the student and help them see how cheating doesn't help us grow as individuals -- it only hinders us. There's a lot of ways to handle this situation, but taking an empathetic approach and being understanding can go a long way with students and help prevent them from repeating it in the future..

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I would definitely have a discussion with my students about honesty and integrity. I often tell my students that shortcuts aren't worth taking and I believe cheating would be considered a shortcut. I teach fourth grade and so I believe it would also be appropriate to explain that cheating may help them temporarily be "successful" on a certain test, but what are the long term effects on cheating? What are they actually going to learn through cheating? I also believe if you have already created a solid focus on progress and not perfection with your students, this dilemma could be avoided.. or the degree of cheating may not be as high.

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As a middle school teacher this is something that I talk about to my class before each and every test that I give. I think it's super important to be open and honest with your class on the cheating policy. From there, I just give multiple reminders. I think you just you just need to have a talk with the class and not assume that students are actually cheating!

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We have to assume that if we make our material easy to copy or our assessments easy enough to cheat off of, students will always take the easy way out and cheat. Instead, we should design assessments that are more focused on the process of learning, collaboration, and giving productive feedback to students to improve their work. Mrs. Johnson's attitude also seems quite negative, just from the one sentence scenario. If she becomes more open minded and takes time to engage with the students, hopefully she will understand them better and not have to worry about what they are doing behind her back.

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I think this definitely calls for a whole-class discussion. The discussion should not be accusatory or place blame on a particular student, but should rather be honest and open about the negative impacts cheating has on both the individual and classroom level. I would make a lesson out of the situation and have students brainstorm reasons for cheating. These might include "forgetting to study", "not wanting to get a bad grade", or "easily being able to see someone else's paper". We could then brainstorm reasons that cheating negatively impacts our learning, and ways to resist it. I would make sure the students have a clear understanding of the policy and the possible consequences that may come if it happens again. This scenario could definitely be used as a teachable moment and a reset for the class moving forward.

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The first step would be to help the student see that "just passing the class" is not the outcome that should be desired with having a growth mindset. Helping him to continue to persevere in his learning is the next step. I would take to some to meet with the student and parent or guardian to set some growth goals for the next half of the term. Providing some different accommodations according to his needs would be important to consider.

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I would have a whole class discussion with the students about cheating, integrity, and the impact cheating can have on learning and classroom community. Then I would have the class brainstorm ideas of what they could do if they feel tempted to cheat. This way, I am offering support to the student I suspect of cheating, without singling them out in front of the class. I would then keep a close eye on the student I suspect of cheating, and if my suspicions continue, have a private conversation with that student.

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In a case like this where she suspects that others are also cheating I would talk with the entire class.  We would talk about the importance of doing the work on our own because that is a way for me to know what they still need help with.  I would then possibly pull the one I caught aside without calling attention to them and tell them what I saw and ask them what they need from me so that I can help them.

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I think that doing inventories of how students learn best is very important especially at the beginning of the year. Getting these results can help frame how you will do your teaching at the beginning of the year. Some years, lecturing for those auditory learners may be what is best. However, some years you may have more kinesthetic learners were you need to do more hands on teaching. I also think it is important that teachers bring in realia and relate teaching to real-world experiences especially for students with different ethnic and linguistic backgrounds.

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In this situation I would have a conversation with the entire class. In a middle school setting students tend to handle those types of conversations well. I would explain to the class what cheating looks like and why it is not acceptable. Going forward, if I continued to sense that the same student was cheating I would have a side conversation with them and/or move their seat closer to where I plan to be during the test/quiz.

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Making sure that all students are doing their own work at all times can be difficult in a middle school math classroom. It's hard to manage a seating arrangement where students are far enough away from each other when there are over 30 students in classroom. If this happened to me I would have a large discussion with the whole class about cheating and doing our own work rather than jumping to conclusions about the two students first. Then I would monitor the next test/quiz more closely and then reach other to individuals if there was a further problem.

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I have definitely had this happen in my classroom before. I have found that having privacy folders for my students during tests are very helpful. However, in this situation they obviously did not have them because a student was caught cheating. In this situation, I would  talk to the student in the hallway after the test so nobody is aware of what is happening. I will not call the student out in front of peers because this would not be helpful. I will then have a conversation with the student about why it happened and what we can do to fix it.

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I would do whatever it took to help this student pass this class. If the student was willing to go back and maybe fix past assignments. It states that he was working very hard so I would be willing to work with him/her. I would also remind him or her that what you get out of the class is sometimes more important than "just passing the class." I want the student to see value in the class and not just something he has to get through. So I would first look at past assignments that he could fix to bring his grade up. Then I would guide him to the proper resources so he can prepare for the mid-term and do well on it.

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One thing I do when giving a quiz or test in class is to spread the students out in hopes of removing the temptation and option of sneaking a peek at another student's work. If I do think I see someone cheating I have a private conversation with them. It would be very important to go into the conversation willing to hear what they have to say because I have had it in the past when I was mistaken when I thought a student was cheating. I felt very badly about that!

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I had a parent tell me this year at conferences that school was just a game, and their child needed to just pass the game at each level to do well. This scenario reminded me of that parent encounter. I would hope that students don't view class as just something to pass. I work hard to have students understand the value beyond the classroom of why we are learning what we are learning. I would have a discussion with this student to highlight that focus in our classroom. It is more than just passing this class content. Especially focusing on growth mindset, our conversation would include how learning together now will help him in his next class, during his next test, and when the next challenge arises. I would also work with the student to set goals for his success in my class since it is only mid-term.

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I would talk to the whole class about how I want to know what they know. I do not need to know what their neighbor knows. If I can find out what you know, I can help you grow!
If I was really worried about a certain student, I would have them stay after class to chat about the growth mindset. I would be very open minded and just have a chat to let them know they are on my radar.

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It would be appropriate to listen to the student’s concerns. Also it would be beneficial for both the teacher and the student to go over the test together so that the student can be guided towards learning from their mistakes, which is the concept behind a growth mindset. In our school district older students are allowed to redo work to bring their grade up. In third grade, we go over all assessments and what was expected to help students understand any mistakes they may have made. This would also be an excellent time to model to a student how to respond when there is a difference of opinions and how to conduct themselves in an appropriate manner.

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I think it is important to listen to what his protests are about the grade that he received. He may be able to shed some light on the questions that were marked incorrect. By giving him the opportunity to explain his answers, he is able to show what he knows and in what areas he needs to improve. The student should also be given an opportunity to do further study, within a specific time frame, on what still is incorrect, and then allowed to be reassessed in those areas.

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I would have a private conversation with the students that I thought may be cheating. I would go into the conversation with an open mind and not accusing them of cheating. We would talk about what cheating is, what it may look at, and the impact cheating has. I would also talk about how it's okay to not know all answers, but I would like them to try and I want to know what they know and what they may need more help with. I would also separate the students that I thought were cheating.

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One way that Mr. Johnson could have possibly avoided this is if he had spent time prior to this assessment teaching his students the power of yet. It would have been impactful for Mr. Johnson's students to know that it is okay if they can't do something yet, even if it is an assessment, rather than looking off a neighbor. We all cognitively develop at different stages. Once he had identified a possible "cheater" he could have taken time to talk to the student(s) privately, discussing the importance of trust. I often say to my own students that I want to know what THEY know, not what a neighbor knows. I likely would have had the student retake the assessment privately at another time, if I found out they were indeed cheating, not just assuming they were.

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This is a situation we have seen at our school at times. It is not a common issue, however, when we have students that do not speak English they have a very hard time following the instruction part of a lesson. We have found that it is very important to have visuals for the students to look at as they are learning to help them understand the concept and what is being taught.

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This is a real issue at my school that I have gone through teaching health class.  I am most comfortable with the lecture style because of the amount of information we have to get through in such a small amount of time.  A few years back, our department started using more technology and having kids do research on diseases and giving presentations.  We have kids use art and making posters and other projects.  We added more movement activities and group discussions and sharing with the class.  It took a lot to let go of the reigns but the more organized and guiding you are, the easier and deeper our conversations are becoming!  As a teacher, we need to know the needs of our students and get out of our comfort zones and use a growth mindset for ourselves!!

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This is such an interesting scenario to respond to. I teach first grade students. We do take Math tests in the classroom. This year, I did see one of my students looking at another student's paper. Part of me was surprised and the other part of me wasn't. She is one of my lowest students who was trying to cope with not knowing or understanding exactly what she needed to do. I spoke with her privately. I also noticed that two girls who typically sit by each other got the same question wrong on a Math test. One of them copied the other person. The next time we took a test we talked about how important it was to keep our eyes on our own paper. We talked about how I needed to know what they knew and what they still needed help with. I also moved some students around. As I was reading the questions to the students, I walked around a lot and scanned the room. The next test was a more accurate picture of what they knew and what they still needed to work on.

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Ask for input from your students! I love kids because they tell it like it is. If he were to ask his students what specifically he could do to make class more engaging, I would bet that they could give him that feedback and suggestion.

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Mr. Smith might benefit from a coaching conversation. He can discuss the complaints that he is receiving from his students and hopefully end up at his own conclusion that students learn in different ways. He can then explore strategies to engage more students in the class.

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Clearly, this teacher needs to find more engaging ways to present learning. He should make his classroom more student-led by giving his students opportunities to work collaboratively, do projects, solve problems, and connect their studies to real life.

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I think Mr. Smith needs to be able to get out of his comfort zone and instruct his students in a way that works for them. Mr. Smith should utilize different types of activities, many hands on, in order to find out what works for his students. Our job as teachers is to teach our students in a way that they are able to learn. That can change drastically from year to year depending on the needs of each group of students. We need to be able to be flexible in our instruction to meet our learners' needs.

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If Mrs. Johnson suspects multiple students are cheating on the exam, it may be an indicator that students are not understanding the content that is being taught. It is important to hold students accountable for their actions, so the appropriate consequence to cheating, according to policy, is important to administer. An alternate assessment may also be necessary to find out if the students were really comprehending the content. Continuing to build a relationship and classroom environment that enables students to seek help when they need it will hopefully prevent the need to cheat. A follow up lesson on integrity would help as well!

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When there are 20-30ish students in a classroom there can be multiple learning styles in a room. Some students might be a visual learner, auditory learner, or a kinesthetic learner. There are so many different types of learners it is so important to know who your students are and what ways (teaching strategies) work for that particular group of students. Figure out what works with your students and go from there. Making mistakes in the classroom is okay- use each lesson and experiment to figure out what works best for YOUR class!

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It sounds like Mr. Smith needs to look at his students and determine what their needs are. I'm sure there are some students who would be successful with lectures as the main form on instruction. However, there are several ways students learn such as visual, kinesthetic, auditory, reading/writing, and more. If the majority of his students aren't able to follow the lecture structure he needs to add some lessons that will help the students who learn in a different way. I think it's best if you can involve several of the different types of learning styes into your lessons so you will be able to reach the greatest number of students.

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I feel like there are different types of reactions you have based off of how old your students are. This has happened to me in my Health classroom, I usually walk over and have a conversation with the student about school policy and what happens when we cheat. With high school, you have a syllabus with each class so in the syllabus it stated that if you are caught cheating you will initially receive an F. You have to then write a paper on cheating and how it cheats you from any actual learning, then after you finish the paper you can take the test during my office hours. So it is just me and you in the room. If Mrs.Johnson's class is younger, I think it is most valuable to have a whole class conversation about cheating and how it robs you from retaining any information/knowledge.

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Mr. Smith needs to take a look around the classroom and think if he is doing everything he can to reach as many of his students as possible. If he is not then there are a few steps to take. First, think back to all the different types of learners that there can be in your room and think about what ones you really have. Next, come up with a plan to reach more. This is the difficult part and if you run out of ideas walk down the hallway and ask another teacher in your building to get some new ideas. Lastly implement the new techniques and be willing to change on the fly. If something does not go well, do not get discouraged but learn from it and move on.

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As a teacher we have so many things to consider when teaching and what is best for our students. We have a classroom filled with different types of learners. We also have to remember that our lessons that we teach have to be age appropriate in length. We should ask ourselves, what are the various ways I can teach this lesson without a lecture type lesson. What hands on learning can take place? What kind of movement can take place? Can you meet the same objective having students work in small groups? With my first grade students, we have mini lessons and then time to work and move around. The longest lessons are Math and that needs to be changed up so the students aren't sitting for a long time. I had a teacher come into my classroom once every six days to do a 45 minute lesson with my students. Last year the same curriculum was done two days, for 30 minutes. The 45 minute lessons didn't work for my little ones. They were asked to sit too long. Although there were a lot of higher level questions, it was more of a lecture type class. We would have to take a long movement break after that. We would go outside or do some Gonoodle in the classroom. Then we would usually have choice time. They would tune out if we tried to do anything. I had to do what was best for them.

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I am always trying to look for engaging ways to involve students in their learning. I am going to return to our information we read about in this week about discussion. I don't think lecturing third graders is the best way for them to learn. Get them involved in their learning by having them take ownership of their learning! I have had students present vocabulary cards in the past. I have had students assigned parts of the play we were reading whole group. The more hands-on and involved you can make your teaching, the more meaningful it's going to be for your students. And really... That's what it's all about! It's not about you standing in front of a group of students regurgitating a plethora of information. Use visuals as often as possible too, since there is a wide cultural and ethnic background.

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If I were Mr. Smith I would think about all different types of learners and what it looks like when those are incorporated into a lesson.  I would have a conversation with my students open an honestly allowing them to express their ideas for what they would like to see in the classroom.  Having a growth mindset on the matter rather than sticking to the fixed mindset is going to chance the whole dynamic of the class.

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If I were Mr. Smith I would start by having an open dialogue with the students, and allowing them a safe space to express their thoughts on what is working for them in class, and what might need to change for them to feel more successful. If they expressed that the teaching style just wasn't working for them, I would ask for input on how they think they learn best. This could be done in conversation or in a written survey of some sort. I would begin incorporating different learning styles into my lessons as a direct response to the students and their needs. Lectures can be supplemented simply by adding visuals. Hands-on activities could be incorporated to reach kinesthetic learners. Music could be included to assist auditory learners. Group project can help social learners thrive. There are so many ways to incorporate different learning styles! It is important to make the students feel heard. I would thank them for expressing their concerns and talk about the importance of thinking about and reflecting on how we each learn best.

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I would talk to the students about different learning styles and teaching styles. I would stay optimistic about the opportunity to learn this way with the students. I would then take an opportunity to talk with Mr. Smith about different learning styles and hopefully spark a good conversation about switching it up and the benefits it has for students.

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If this situation were to happen in my classroom, I would allow for my student to look over his/her work and make the corrections necessary. I believe that we can all grow and learn from the mistake that we make. How else are we to grow and stretch our brains? We need to provide our students with these opportunities to challenge themselves and make the changes they need to better themselves.

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If this were my student I would absolutely let him fix his mistakes if he wanted to go through the exam again. Through growth mindset we have learned that we grow when we learn from our mistakes. I know that this student maybe could have done something different to prepare better, but if he is willing to put in the work to redo and fix his mistakes I would definitely let him do that. How else would he learn if you just give him the "F" and not talk about it again.

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I would first bring up to Mr.Smith that his students have been upset and struggling with his teaching style. I'd ask him if he has recently tried or has heard of any other kind of teaching style, either way I would provide him with some resources that may help him. Then I would explain how I evaluate and reflect on all of my lessons to see what worked, what didn't, and how I can adapt the lesson to best support me students. After explaining that, I'd ask if he would be interested in learning how to do the same with his lessons/curriculum so he can best support his students.

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I would change this scenario into bringing in a growth mindset by sitting down with the students and talking about how they learn best. I would then describe the different ways that students learn. We would think talk about how we have to stretch our brains to learn in different ways with the standards that we need to cover.

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This situation actually happened to me this year. I had student who wrote her spelling words on her desk prior to taking the test. I didn't actually notice it, but I had another student come over and tell me privately that she saw this student cheat. My students are in first grade. I had a whole class discussion on why when we cheat are brains can not grow to the best that it can. We also talked about how cheating is wrong. I feel that Mrs. Johnson could benefit from having a conversation with her students as well.

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If this were my classroom and this same thing was happening I would remind my students to do their own because the person that you are cheating off of could be wrong. You might know more than you think if you just attempt to answer the problem on your own. I would not call anyone out specifically, but just use it as a teachable moment. I would try to help the students realize that they are not stretching their brain by copying someone else's answers and if they get it right you also get it right, but what did you actually learn. However if you make a mistake you can learn and grow from it.

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As a teacher who has many students of many different cultures, I know the importance of making sure my teaching is clear and supportive of all students. One way Mr. Smith could help out his students would be to provide many visuals for them to view as he teaches. Visuals are often universal and can help students make connections between the words he is saying and what it looks like in the world. Another way he could improve is to change his teaching style from all lecturing to more partner work or turn and talks. IT is very important for students to talk about the information as it helps them to understand it. So Mr. Smith could include chances for the students to work with a partner or just talk about what they have learned about to someone else. We obviously all make mistakes and are learning how to be better teachers. One last thing he could and should do is to ask his students how they would prefer to learn. As teachers, we need to be reflective and it seems like these students are willing to explain what they need in order to learn better. A truly reflective teacher would take their ideas/comments and try to fit his teaching to their learning styles.

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Mr. Smith would benefit from reflection, self evaluation, and/or coaching. Through this process he would be guided to identify the areas of weakness in his instruction and in his classroom environment. We need to be responsive to the needs of our students and provide them with the resources they need in order to be successful. Training on best practice in being culturally responsive to his students would give him the tools he needs to expand his "normal" or "comfortable" teaching style.