As a tutor I face an abundance of conundrums. I have to make decisions as to whether or not to take a job as each student I tutor, each assignment I work on with a student reflects on me, my credibility, integrity and reputation. There is no price for having integrity and a good reputation, especially if you have a teaching credential. My teaching credential makes it even more of a challenge when tutoring in areas involving writing as there is the doctrine of academic dishonesty, which is as serious or more than plagiarism. It is common for me to turn down jobs and recently I have had to specify for English and History tutoring, there needs to be a draft paper completed by student before I will tutor. All of this came about many years ago for me and has recently reared its ugly head in fine form.
Most teachers figure out a way to obtain a ‘writing’ sample of students the first week of school – in all subjects. This is done as a baseline of sorts and also as comparison for future assignments. It helps support your Spidey Sense if a student suddenly writes above their ability. When I tutor, I ask to see a past assignment(s) so I can understand my student and understand where the gaps are and work with them to master the rubric or expectations of the assignment. In addition, teachers who have graded thousands upon thousands of papers, have a true sense of something cut and pasted from the internet versus actual student work AND we should know how to ask appropriate questions regarding work quality before we make the shot off the bow of academic dishonesty. Often times, students in middle school and the start of high school are not aware of what plagiarism and/or academic dishonesty looks like, sounds like or feels like. More often than not the ‘first time’ can be a great learning experience if handled correctly and professionally. If a teacher really has their game on, they can help the student not only overcome the problem, they can be instrumental in helping the student push forward and do their best work.
In addition to the obvious issues of plagiarism and academic integrity, there is something called style and it is not the latest fashion trend. Style is how each individual writes and is often something akin to a ‘personality’ of the writer or how the writer presents themselves. It is not easy to qualify or quantify and for some it is easy to replicate (Ex: a current author completing a book based on an unfinished transcript/document of a now deceased author – (http://www.nytimes.com/2011/04/17/books/review/book-review-the-pale-king-by-david-foster-wallace.html?pagewanted=all&_r=0 and http://nypost.com/2013/08/25/five-new-j-d-salinger-novels-to-be-released-starting-in-2015/) which can, much like a forged painting, cause many problems. Interestingly though, style is in some ways akin to ‘quality’ of writing – Can you write a compelling piece of which a bored person will enjoy reading OR will some one just put it down out of boredom?
I have found more often than not, students cheat since they do NOT know better, not the wish to pull one over on a teacher. Some students do indeed pay for essays and there are secret mills which sell all manner of garbage to the highest bidder to submit as their paper. It is incredibly easy to talk to a student and ascertain they did not write the essay. There is no need to mount a CIA and NSA investigation as simple questions indicate what a student knows or bought. Some school districts now require students to ‘run’ their essay through some software product which does word count, lexile, sentence analysis and all other manner of technologically intriguing things to suss out if the paper was indeed written or cut and pasted from various internet sources. Three of my students attend this type of school district.
I never had the joy of cutting and pasting anything other than a quote as I am hell bound to get my specific point across. It is a matter of pride I write my own essays, blogs, papers, etc. I expect the same from students. I will work tirelessly with them to edit, discuss, refine, etc. and at the end of the day, it is theirs. Knowledge can not be bestowed with a magic wand, one must earn it with hard and diligent work. Being as I know a fair enough amount about English and literature for a science major, it is not often I find myself challenged by another teacher for writing a students ‘literary analysis’ paper. In other words, pretty much anyone would never mistake me for an English major or writer.
What recently happened was not pretty nor was it appropriate. A teacher questioned a student I tutor regarding academic integrity over a literary analysis on ‘Of Mice and Men’ (based upon all manner of selfish reasons to wish the student ill will and no intention of actually being an honors level English teacher). Said teacher made it clear to student and parents of student I ‘wrote’ the paper as I do not have boundaries for tutoring. This teacher has the foul attitude of letting students know they will not earn an A one moment earlier than she has determined, no matter how well they write as she is the arbiter of all. Her reputation not only precedes her, it is ill-gotten gains based on her own limited background which does not include anything resembling the hard work of a PhD. This teacher torments students in Grade 9 Honors English as she is allowed to – she has tenure. To make matters exceedingly worse than her arrogance and the administrators who support this heresy, is the price of privilege. This teacher is part of a uniquely interesting school district.
The school district was formed via a community which could not obtain an annexation so they ‘voted’ themselves their own school district – long before charter schools were even a dream. The district operates in much the same fashion as a charter school and is considered a select district. Over the years the number of school age children in the population dropped so they allowed for inter-district transfers. The transfer is meant to keep out anyone who is not white, first and foremost (I looked at the recent data on ethnicity and it is not representative of anyplace else in CA). The second part of this is to force parents and students to be compliant with the whims of the district or their inter-district transfer is somehow magically ‘terminated’ the next year.
Since parents want their children in this school district by inter-district transfer, they are often willing to accept a degree of shady behavior and professional ineptitude by teachers and administrators. This is where the toll of bad behavior on behalf of the adults who educate children is sometimes greater than the actual price of privilege to attend the district. The exactitude of how the behavior is meted out is also mainly directed at the inter-district transfers as they are expendable. The English teacher above was motivated as much by her own unhappiness as by the fact of ‘eliminating any challenges to her authority or that of the administration’.
What is truly sad is the student who was punished in this whole situation. The student is quite intelligent. The student was so frustrated they did not wish to put in their full effort and once they did, viola, it became a nightmare of Stephen King proportion. I know – I was blamed for causing the misconduct. The student was ultimately vindicated, as was I since I would not edit the students most recent paper in order for the teacher to see the waywardness of her claims.
It is not an easy balancing act and I commend the parents who are able to make it work. This includes the parents of SPED students (I tutor one of them) in the district who have had to tolerate teacher(s) not clear on how IEP’s/ 504’s work. The lack of clarity is not due to lack of education, it is due to lack of initiative on behalf of the teacher. No one seems to stand up to these people and they are bullies. They are better bullies than the kids on the playground as they can hide behind the guise of being adults.