Wheres the Honor in Honors Kids?(cheating habits of students) :: social issues

Wheres the Honor in Honors Kids?(cheating habits of students)Contrary to popular belief, honors students cheat exactly as much or more than students in unceasing classes do. Honors students argon assumed to be hardworking, responsible, and honest. Yet these above average students are ofttimes fetching part in the same dishonest conduct of the fair students, performing the task better and getting away with it more than the regular students. Explaining why honors students are better at cheating is difficult because every(prenominal) cheating student follows the same unwritten carry out to guide him to victory. The process is simple. First a cheater decides how he is going to cheat. He has umpteen options including inscribing answers on various body parts (hand, thigh, etc.), creating pocket-sized notes, enquire an originally class for the answers, and plagiarizing. He can also place his hand upon his flavor (next to his eyes) angled away from the teacher piece of music turn ing his head close to in the opposite direction of the teacher and look at his dwells paper. The following tactics are risky and are speechless for the more adventurous kids. They are snatching the teachers answer break, asking for assistance with a question while peeking at the answer key (at a teachers desk), hacking into a teachers computing machine for grade adjustments, and opening a textbook on the ground while taking a test. One of the most creative strategies Ive comprehend of is peeling the neglige from a clear water bottle hit to write the answers on the blank side then taping the wrapping hindquarters onto the bottle exposing the answers when one looks through the clear bottle. Of course almost regular students have been known to try these conniving techniques, they have been know by the honors students. The second step in the cheating process is when a student realistically imagines himself using the technique he chose in the head start step. This is a planni ng stage that requires a student to pretend and organize his developing plan of cheating. The better the student can imagine himself cheating, the more likely he is to succeed. After all, practice makes perfect. For example, if a student precious to write answers on the inside of his band-aid, he needs to picture himself taking the test and slyly pulling off the band-aid when the teachers back is turned to reveal the answers. There is no wrong way to accomplish this step, but many prefer to ask themselves questions to prepare themselves.