This PowerPoint presentation is about cheating in schools and was presented by the teacher trainee Youssef Oulbrim under the supervision of the tranier Ayad Chraa in CRMEF inezgane, The academic year: 2022.

1. CHEATING
Presented by: Youssef Oulbrim. Supervised by: Mr. Chraa.
Training year: 2022.

2. Table of Content:
What is
cheating?
How do
students cheat?
Reasons why
students cheat?
1 3
2
How to deal
with cheaters?
How to prevent
cheating in exams?
Situations
6
5
4

3. What is cheating?

4. Reasons why students cheat:
Dishonesty in school is merely a reflection of the broader
corrosion of ethical behavior which has become commonplace in
societies that tend to support self-centeredness over concern for
others (sommers and satel 2005).
Concern about high-stakes testing is a cause for deception,
particularly by students having difficulty meeting minimal
competency skills required for high school graduation
(callahan 2004).

5. Teachers are partially responsible because they ignore
evidence of character failure and choose not to hold students
accountable (peterson and seligman 2004).
Concern about high-stakes testing is a cause for deception,
particularly by students having difficulty meeting minimal
competency skills required for high school graduation (callahan
2004).

6. Concern about high-stakes testing is a cause for deception, particularly
by students having difficulty meeting minimal competency skills
required for high school graduation (callahan 2004).
Some students might cheat because they have poor study skills that
prevent them from keeping up with the material. Students are more likely
to cheat or plagiarize if the assessment is very high-stakes or if they have
low expectations of success due to perceived lack of ability or test anxiety.

7. How do students cheat:
Writing notes on fingernails Writing notes on hands

8. Using small strips of paper Using smart phones

9. Using smart watches Using goggles with cameras

10. VIDEO N°1: Cheating techniques:

12. VIDEO N°2: Preparing to cheat:

14. How to prevent cheating in exams:
Instructors can reduce the incidence of
cheating by paying specific attention to how
they communicate their expectations to
students, how they prepare their exams, and
how they administer their exams.

15. 1- Advance communication:
Whatever decisions you make regarding academic integrity, it is
imperative that these decisions be fully communicated to students,
and exam proctors.
You can communicate expectations by making a clear statement on the
first day of class, by including this statement in the class rules, and by
repeating it on the class day before an exam and again as the exam
begins.

16. 2- Test preparation:
To eliminate cheating after the exam has been returned to students,
mark the answer sheets in such a way that answers cannot be
modified.
Create a test that is fair to your students.
Help students control anxiety by discussing the test procedures and
outlining the material to be included.
Write new tests each semester, whenever possible; at the very least
add new items.
Prepare more than one form of the exam.

17. 3- Test Administration:
Most cheating on tests in large classes occurs when students are allowed
to sit wherever they choose. It should be no surprise that cheaters choose
to sit near each other. Cheating may be greatly minimized by using the
following procedures:
Never leave the students alone during the test.
Number seats and tests and then assign students to sit in the seat with
the same number as the number on their test.
Hand out alternative forms, taking into account students sitting
laterally as well as those sitting in front and in back of each other.
Have sufficient proctors for the exam; one proctor per 40 students.
Stay alert and move around the exam room.

18. How to deal with cheaters:
Speak privately with the student.
Talk with him/her after class; do not embarrass him publicly.
Assume a calm and serious demeanor.
Avoid expressions of anger. Accusing a student of cheating likely
will elicit a denial.
Avoid trying to trick him into an admission of cheating.
Instead describe what you saw and let him know that you are
disappointed in his behavior.

19. Provide consequences.
Consider the student's age, sensitivity level, and history of cheating when
assigning consequences. - inform him that copying is not permitted.
move his desk away from other students.
pick up his test paper and ask him to see you after class. Later, tell him he
will have to retake the test and that his second test score will be averaged
with a zero on the first test.
Point out that if the behavior reoccurs, he will receive a failing grade
without the chance for a retake.
If a student is caught copying an assignment from a classmate, you might
have the student re-do the assignment and average the grade on the
second assignment with a zero on the first version.

20. Consider informing the student’s parents.
Informing parents is especially important if the cheating has happened
more than once.
In speaking with them, focus more on ways to correct the behavior than
on ways to punish the student.
If the cheating reflects academic weaknesses or lack of confidence,
encourage the parents to provide additional help in completing
homework and preparing for classroom tests.

21. Keep a close watch on a student with a history of
cheating.
Seat him near your desk and/or away from other students.
Wander past his desk occasionally during a test.
Allow the student to ask questions if he is confused about test instructions or
a particular question or problem.

22. Figure out why the student is cheating and provide
appropriate help.
Try to determine what prompted him to cheat, paying particular attention
to academic deficiencies, poor study habits, feelings of academic anxiety,
and parental pressure to succeed.
A student might be motivated to cheat, for example, because of intense
pressure to do well in school or a lack of confidence in his ability to
succeed.
You might determine that he would benefit from such academic support
as a review sheet prior to the test, after school tutoring, or parental
assistance.
If you conclude that the cheating reflects a lack of confidence, find
opportunities to praise the student, highlight his accomplishments, and
foster a feeling of academic success.

23. Situations:
What would you do if:
You caught your dearest student cheating.
While correcting, you found two similar papers, containing both the same
answers, and the same faults.
A student was crying hilariously begging you not to do anything for him/her
when you caught him/her cheating and threatened him/her to write a report.
A student who is a low-achiever got 18/20 in your exam and you’re sure
he cheated.

24. Thank You.
Youssef Oulbrim.