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Cheating Roundtables – Cartoon #1
Directions: For this roundtable discussion, read the cartoon below. As a group, consider its connections to our theme: ethics. Respond to the questions provided orally, and be prepared to share your thoughts at the end of all the rotations.
Respond: Answer each of the following questions orally as a group.
Do you think our culture promotes a competitive attitude that negatively impacts children? How do you perceive this attitude to impact children, if at all?
What role do you perceive PARENTS having in the cycle of cheating? Do students cheat because of parent influence?
Do you think cheating is normalized in our culture?
Cheating Roundtables – Cartoon #2
Do you think the internet has HELPED or HARMED the academic community (considering it is the primary vehicle of cheating in schools)?
How frequently do you think cheating occurs in schools?
What impact, if any, do you think cheating has on students? Teachers?
Why do you think some people will put in so much work to cheat when completing the assignment, in many cases, takes the same amount of effort?
Cheating Roundtables – Cartoon #3
Do you think most cheaters consistently benefit from their cheating? [Meaning: cheaters typically go without experiencing consequences.]
Do you agree that certain stereotyped people groups (like businessmen or lawyers) cheat at a higher frequency than other people? What type of professions, if any, have a higher rate of cheating (in your opinion)?
What are some “pros” to cheating on a test? What are some “cons”?
In this cartoon, the cheater is older. Do you think cheating gets worse or better (in frequency) with age?
Cheating Roundtables – Cartoons # 4-6
Directions: For this roundtable discussion, read the cartoons below. As a group, consider their connections to our theme: ethics. Respond to the questions provided orally, and be prepared to share your thoughts at the end of all the rotations.
Do you think most cheaters because they have been presented with situations that warrant it? [Meaning: cheating is justified in many cases.]
2. How could teachers, in your opinion, become more effective at identifying and preventing cheating in the classroom?
3. Do you agree that people of power in our culture typically cheat most often? How do musicians/performers cheat regularly? How do athletes cheat? Other people of power ( like politicians, police officers, business billionaires, etc.)?