Response to Dr. Adkins

Thank you for your comment on my post. In response to your question, I think that the
issue of academic cheating is a complicated one. I will start by thinking about how to come up
with a corrective response aimed at showing the student that what they did is not only wrong but
ought not to be repeated in the future. My first response would be to talk to the student privately.
One of the things that I have learned through this Master’s program is that it is not good to
address a student’s issue publicly in front of their peers or other staff members. Rather than
correcting the issues, the student ends up being embarrassed and humiliated, and this is not
effective. I will then explain the consequences of cheating to the student. According to Dr.
Shore, a teacher can ask the student to retake a second test, which will be graded (Shore 2021). I
would also give an opportunity for a retake and then inform the student that incase this happens
again; they would receive a failing grade with no opportunity of a retake.

References

Shore, K. (2021). Dr. Ken Shore: Managing Cheating | Education World. Retrieved 25 January
2021, from https://www.educationworld.com/a_curr/shore/shore023.shtml
Response to Amber Jones
Hello Amber, stress in the classroom can be associated with many factors, among them
domestic issues, sleep disorders, or even depression. However, since students spend most of their
time in the classroom, the teacher can create a less stressful environment. One of the ways of
displacing nervous energy and consequently limiting stress is by allowing students to use
standing desks, work on the floor, or even sit on exercise balls (Accredited Schools Online,

2020). The teacher can also create a serene and quiet corner by putting positive quotes, having
relaxing graphics on the wall, and even adding a beanbag.
References
Accredited Schools Online. (2020). Stress in School | Accredited Schools Online: Find Top-
Rated Accredited Programs Online. Retrieved 25 January 2021, from
https://www.accreditedschoolsonline.org/resources/student-stress/
Response to Alexandra Kurdee
Hello Alexandra, formative assessments can be used to help students get prepared and
thus reduce the feeling of inadequacy and fear of failure which are associated with anxiety
during tests. The educator can train the learner to employ certain strategies that help in encoding,
organizing and storing the information or materials at hand. When students learn to identify their
weaknesses using formative assessments, they address them earlier. This can be done through
giving such a student additional time, providing them with additional questions for practice and
independent study. When the learner is prepared the possibility of skill deficit is eliminated.
Students learn how to store core content and the previously deleterious effects of fear and test
anxiety are eliminated (Cassady & Gridley, 2005). Students begin to realize that they only need
to organize content which they can access and retrieve it. The self-deprecating ponderings are
unlikely to be activated. Thus, anxiety can be eradicated, but the students must be willing to put
in the work required.
References

Cassady, J. C., & Gridley, B. E. (2005). The effects of online formative and summative
assessment on test anxiety and performance. The Journal of Technology, Learning and
Assessment, 4(1).