Teachers Who Cheat are “as Dumb as Hell”

Maths teacher Shayla Smith is accused of providing the worst excuse for allegedly giving her students the answers on their state exams – they were “dumb as hell.”

Atlanta math teacher Shayla Smith is accused of giving students answers to state exams because they were “dumb as hell.”

A tribunal hired to investigate a widespread cheating scandal among Atlanta Public School teachers and administrators is recommending that the school board fire Smith by not renewing her contract. She was a fifth-grade teacher at Dobbs Elementary School, and is one of about 180 Atlanta educators accused of various improprieties related to the administration of state exams — including erasing wrong answers on students’ multiple choice exams and replacing them with correct ones.

Dobbs fourth grade teacher Schajuan Jones taught in a classroom across from Smith, the Atlanta Journal Constitution reports. Jones testified during the hearing that she had overheard Smith speaking with a teacher in the hallway about administering a test for her students.

“The words were, ‘I had to give your kids, or your students, the answers because they’re dumb as hell,'” Jones said.


Click on the link to read Standardized Tests for Teachers!

Click on the link to read Oops, We Seem to Have Lost Your Exams

Click on the link to read I’m Just Gonna Say It: Standardised Tests Suck!

Click on the link to read Too Many Tests, Not Enough Teaching

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One Response to “Teachers Who Cheat are “as Dumb as Hell””

  1. John Tapscott Says:

    No kids are “as dumb as hell”. What I am finding is a huge misalignment between what is known (by some of us at any rate) about cognitive development and what is expected of students according to state mandated curricula. The stages of cognitive development have been documented by many researchers including Piaget and Kohlberg. We know that until the age of 12, or thereabouts, children move from concrete to abstract thinking. What we are finding increasingly is that curricula demand more of younger students in terms of abstract thinking skills, at a time when they are still building concrete thinking skills. Unfortunately in their quest for “rigor”, curriculum developers respond more to their political masters than to what is known about child growth and development. In the scramble to teach increasingly abstract concepts, the basic concrete learning that underpins the ability to think in abstract terms is rushed, leaving a lot of holes. I am seeing students in Grade 9, for example, who are unable to perform basic assessment tasks because they have missed out on the concrete learning experiences and what’s more such assessment tasks tend to be couched in an unfamiliar context.

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