punishment. I got the student’s schedule from the program office, found her later in the day,
and we walked through the halls talking. I explained that she had done the wrong assign-
ment and I was concerned because what she handed in had been assigned the previous
year. I did not ask her to explain or confess, but did ask what she thought she should do. She
asked for the opportunity to do the paper again without penalty. I agreed under the condi-
tion that something like this did not happen in the future. Although I did not tell other stu-
dents about our discussion, many students from my class saw me come to the room and
speak with her. I suspect word that she had been caught but given a second chance quickly
spread. I hope this demonstrated to students that I was both vigilant and fair.
- I suspected that a student in my class was cheating on multiple-choice tests, but I
had not caught him cheating. I did not want to make the atmosphere during tests uncom-
fortable for all students because of my suspicions about one of them. What should I do?
I often warn students not to copy because the person sitting in the next row might not
have the same test. Sometimes I reproduce one test with two different cover pages, one la-
beled form A and the other form B. Sometimes I place questions on the first page in a differ-
ent order. I rarely do more than that. In this case, I was sure the other students “knew” what
was going on and decided to set a trap. On the next test, I gave the “suspect” his own test. It
had the exact same questions as everyone else’s, but the choices were arranged in a differ-
ent order. When I gave the test back, he had the nerve to raise his hand and complain that
he had the same answers as the person sitting next to him, but his were marked wrong. I re-
minded him that they probably had different tests, and the entire class started to laugh. I
spoke with the student later and confronted him about cheating. He confessed that “maybe
he copied some things.” We agreed to discount both his earlier scores on multiple-choice
tests and his failing grade on this examination, if he kept “his nose clean” for the rest of the
school year.
SECTION B: GUIDANCE-RELATED ISSUES CAN
BE VERY THORNY AND CAN RAISE LEGAL QUESTIONS
- I have often been approached by students in my classes who want to discuss a per-
sonal or school-related problem, but before they will talk about it, they ask me to “prom-
ise not to tell anyone.”
The first thing you need to tell the student is that you can never promise in advance
“not to tell anyone.” As a teacher you are professionally and legally responsible to report
certain disclosures, especially physical or substance abuse and threats of violence. If a stu-
dent decides to tell you something that is personal, they are trusting your judgment as a
concerned and caring adult. But they must be aware that you may have to report what
they say, either to a parent or to a school official. The next thing I ask is if there is a friend
they would like present while we talk. I do this for two reasons. It may make it easier for
the student, and it provides a witness to what took place. We live in a very complicated
world and a teacher must protect himself or herself from accusations made later by a dis-
turbed student or a distressed parent. I often find students just need a friendly ear, a
chance to cry, or a warm hug. Unfortunately, as a male teacher, my actions may be miscon-
strued. Again, because of the complications of the world, I have developed professional re-
lationships with female counselors or teachers in my schools, and when necessary and as
quickly as possible, I involve them in the discussion. I have also faced more serious issues.
I have had young women tell me they are pregnant and do not know what to do or that
they are being sexually harassed. I have had students report friends who they fear are on
drugs or suicidal. Students have also come to me with legal problems, especially involving
CONCLUDING THOUGHTS FOR BOOK II 173