Students cheat on assignments and exams.

Students might not understand or may have different models of what is considered appropriate help or
collaboration or what comprises plagiarism.

Students might blame their cheating behavior on unfair tests and/or professors.

Some students might feel an obligation to help certain other students succeed on exams—for example,
a fraternity brother, sorority sister, team- or club-mate, or a more senior student in some cultures.

Some students might cheat because they have poor study skills that prevent them from keeping up with
the material.

Students are more likely to cheat or plagiarize if the assessment is very high-stakes or if they have low
expectations of success due to perceived lack of ability or test anxiety.

Students might be in competition with other students for their grades.

Students might perceive a lack of consequences for cheating and plagiarizing.

Students might perceive the possibility to cheat without getting caught.

Many students are highly motivated by grades and might not see a relationship between learning and
grades.

Students are more likely to cheat when they feel anonymous in class.

Why Students Cheat

"Too often, students are cut out of conversations about
school policies and culture. They rarely have access to
information on current educational research, partially
because they are not the intended audience of such work.”
Students critiqued both the individual decision-making of peers and the school-based structures
that encourage cheating. For example, Julio (Massachusetts) wrote, “Teachers care about
cheating because its not fair [that] students get good grades [but] didn't follow the teacher's
rules.” His perspective represents one set of ideas that we heard, which suggests that cheating is
an unethical decision caused by personal misjudgment. Umna (Massachusetts) echoed this idea,
noting that “cheating is … not using the evidence in your head and only using the evidence that’s
from someone else’s head.”

Other students focused on external factors that might make their peers feel pressured to cheat.
For example, Michima (Massachusetts) wrote, “Peer pressure makes students cheat. Sometimes
they have a reason to cheat like feeling [like] they need to be the smartest kid in class.” Kayla
(Massachusetts) agreed, noting, “Some people cheat because they want to seem cooler than their
friends or try to impress their friends. Students cheat because they think if they cheat all the time
they’re going to get smarter.” In addition to pressure from peers, students spoke about pressure
from adults, pressure related to standardized testing, and the demands of competing
responsibilities.

When Cheating is Acceptable

Students noted a few types of extenuating circumstances, including high stakes moments. For
example, Alejandra (Texas) wrote, “The times I had cheated [were] when I was failing a class,
and if I failed the final I would repeat the class. And I hated that class and I didn’t want to retake
it again.” Here, she identifies allegiance to a parallel ethical value: Graduating from high school.
In this case, while cheating might be wrong, it is an acceptable means to a higher-level goal.

Developing a conceptual definition of cheating is a first step in identifying how

students cheat. Cheating is to act dishonestly or unfairly in order to win some
profit or advantage. The methods that students use to cheat are most
interesting because of their effect on grades or other assessment
consequences. Cheating undermines the intent and process of assessment.
When students choose to cheat, how they do so is likely related to both
individual and situational variables, including motivational, moral, and
developmental factors. The motivational orientation of both the individual and
the academic environment may trigger different types of cheating behavior.
Students who are motivated primarily by a need to demonstrate high ability
relative to others or to appear competent as judged by others may employ
cheating methods that reflect this particular goal orientation. A student with a
high-performance goal orientation might cheat by copying off another
student's exam, by plagiarizing a term paper, or by using unauthorized sources
to complete graded work, but likely would not participate in cheating
behaviors that provide help to others.

This chapter examines the relationship between student interest and academic
cheating. Both, personal and situational interest impact cheating. High
personal interest decreases cheating. Situational factors, notably teacher
effectiveness, that increase interest usually decrease cheating. However, some
situational factors, notably lack of surveillance and high-stakes testing,
increase cheating. This chapter examines how personal and situational factors
such as student characteristics and attitudes are related to cheating. 10
personal factors (example, self-esteem, attitudes, and desire to learn) and 11
situational factors (example, teacher's knowledge, task difficulty, and
pressure) that affect cheating, are identified. Another conclusion is that the
content of a class matters. Some students may have strong personal interest in
a topic prior to the class. Other students may develop situational interest
because the information in the class is judged to be relevant or meaningfully
connected to their lives. In addition, teachers often make classes more
interesting by being knowledgeable, prepared, and excited about what they are
teaching, which decreases cheating. Similarly, teachers who make classes
engaging by using humor or demonstrating a thorough understanding of class
content, and being able to relate that content to students' lives, should
decrease cheating as well.

Cheating in schools has reached epidemic proportions. The vast majority of

young people (and adults for that matter) believe that cheating is wrong. Yet, by
nearly every poll, most young people cheat at least once in their high school
career. Why students cheat poses a challenging question for educators and
parents. Here are some answers to these questions followed by possible solutions
to minimize or eliminate cheating.

Why Students Cheat

Everybody does it: It's disturbing to discover that young people in middle
school and high school think that it is acceptable to cheat. But the majority of
tests that educators give encourage this behavior. Take multiple-choice tests, for
example. They literally invite students to cheat.
Unrealistic academic demands: The public education sector is accountable
to the government. State legislatures, state boards of education, local boards of
education, unions, and countless other organizations demand action to correct
the real and imagined failings of the nation's public education system. As a result,
students must take standardized tests so that officials and parents can compare
one school system to another nationally and at the state level.

In the classroom, these tests mean that a teacher must achieve the expected
results or better, or she will be viewed as ineffective, or worse, incompetent. So
instead of teaching students how to think, she teaches them how to pass
standardized tests.

The temptation to plagiarize: Years ago cheaters lifted whole passages from

an encyclopedia and called them their own. That was plagiarism. Plagiarism's
current incarnation is even easier: The students simply points and clicks his way
to the website with the relevant information, copies and paste it, reformats it
somewhat, and passes it off as his own.
Possible Solutions
Schools need to have zero-tolerance policies concerning cheating. Teachers must
be vigilant and alert to all of the newer forms of cheating, particularly electronic
cheating. Smartphones and computer tablets are powerful tools for cheating.
Fighting the tools that make it tempting to cheat can be challenging, but if the
stakeholders are willing to take the necessary steps, they can help reduce
cheating.

Teachers: The best solution is to make learning exciting and absorbing.

Teachers should make the learning process student-centric. They should allow
students to buy into the process and empower them to guide and direct their
learning. Teachers can encourage creativity and critical thinking as opposed to
rote learning. There are some specific steps teachers can take:

1. Model integrity, no matter what the cost.

2. Don't assume young people know why cheating is wrong, both from a
personal and corporate perspective.
3. Enable students to understand the meaning and relevance of an academic
lesson.
4. Foster an academic curriculum that perpetuates real-world applications of
knowledge.
5. Don't force cheating underground—let students know that you understand
the pressures and, at least initially, be reasonable in responding to
violations.

Parents: Parents have a huge role to play in combating cheating. That's because

children mimic almost everything parents do. Parents must set the right sort of
example for their children to emulate. Parents must also take a genuine interest
in their children's work. They should ask to see everything and anything and
discuss everything and anything. An involved parent is a powerful weapon
against cheating.
Students: Students must learn to be true to themselves and their own core
values. They should not let peer pressure and other influences steal their dreams.
Parents and educators should emphasize that if students are caught cheating,
there will be serious consequences.

Also, this might seem simplistic, but students need to understand why cheating is
wrong. Dr. Thomas Lickona, a developmental psychologist and education
professor, defined a few points to emphasize to students about cheating. Lickona
says that parents and teachers should explain to students that cheating:

 Will lower self-respect because you can never be proud of anything you
earned by cheating.
 Is a lie because it deceives other people into thinking you know more than
you do.
  Violates the teacher's trust and undermines the whole trust relationship
between the teacher and his class.
 Is unfair to all people who aren't cheating.
 Will lead to more cheating in other situations later in life—perhaps even in
personal relationships.

Academic dishonesty, academic misconduct, academic fraud and academic integrity are related

concepts that refer to various actions on the part of students that go against the expected norms of a
school, university or other learning institution. Definitions of academic misconduct are usually
outlined in institutional policies.[1][2][3] Academic dishonesty has been documented in every type of
educational setting from elementary school to graduate school. Throughout history this type of
dishonesty has been met with varying degrees of penalties.

Cheating[edit]
Main article: Cheating

Using crib notes during an examination without prior permission from the instructor is cheating

Cheating can take the form of crib notes, looking over someone's shoulder during an exam, or any
forbidden sharing of information between students regarding an exam or exercise. Many elaborate
methods of cheating have been developed over the years. For instance, students have been
documented hiding notes in the bathroom toilet tank, in the brims of their baseball caps, up their
sleeves, along their thighs or in their cleavage. Also, the storing of information in graphing
calculators, pagers, cell phones, and other electronic devices has cropped up since the information
revolution began. While students have long surreptitiously scanned the tests of those seated near
them, some students actively try to aid those who are trying to cheat. Methods of secretly signalling
the right answer to friends are quite varied, ranging from coded sneezes or pencil tapping to high-
pitched noises beyond the hearing range of most teachers. Some students have been known to use
more elaborate means, such as using a system of repetitive body signals like hand movements or
foot jerking to distribute answers (i.e. where a tap of the foot could correspond to answer "A", two
taps for answer "B", and so on).[36]
Cheating differs from most other forms of academic dishonesty, in that people can engage in it
without benefiting themselves academically at all. For example, a student who
illicitly telegraphed answers to a friend during a test would be cheating, even though the student's
own work is in no way affected. Another example of academic dishonesty is a dialogue between
students in the same class but in two different time periods, both of which a test is scheduled for that
day. If the student in the earlier time period informs the other student in the later period about the
test, that is considered academic dishonesty, even though the first student has not benefited him or
herself.
One other method is taking advantage of time zones, particularly in exams administered worldwide.
Those who take the exam first (likely in Oceania) can then post answers for those about to take the
exam (in a time zone behind like Europe).[37]
Academic Cheating Fact Sheet
 Academic cheating is defined as representing someone else's work as your own. It can take many
forms, including sharing another's work, purchasing a term paper or test questions in advance, paying
another to do the work for you.

 Statistics show that cheating among high school students has risen dramatically during the past 50
years.

 In the past it was the struggling student who was more likely to cheat just to get by. Today it is also the
above-average college bound students who are cheating.

 73% of all test takers, including prospective graduate students and teachers agree that most students
do cheat at some point. 86% of high school students agreed.

 Cheating no longer carries the stigma that it used to. Less social disapproval coupled with increased
competition for admission into universities and graduate schools has made students more willing to do
whatever it takes to get the A.

 Grades, rather than education, have become the major focus of many students.

 Fewer college officials (35%) believe that cheating is a problem, in this country than do members of
the public (41%).

 High school students are less likely than younger test takers to report cheaters, because it would be
"tattling" or "ratting out a friend."

 Many students feel that their individual honesty in academic endeavors will not effect anyone else.

 While about 20% of college students admitted to cheating in high school during the 1940's, today
between 75 and 98 percent of college students surveyed each year report having cheated in high school.

 Students who cheat often feel justified in what they are doing. They cheat because they see others
cheat and they think they will be unfairly disadvantaged. The cheaters are getting 100 on the exam, while
the non-cheaters may only get 90's.

 In most cases cheaters don't get caught. If caught, they seldom are punished severely, if at all.

 Cheating increases due to pressure for high grades.

 Math and Science are the courses in which cheating most often occurs.

 Computers can make cheating easier than ever before. For example, students can download term
papers from the world wide web.

 "Thirty years ago, males admitted to significantly more academic dishonesty than females. Today, that
difference has decreased substantially and some recent studies show no differences in cheating between
men and women in college."

 Cheating may begin in elementary school when children break or bend the rules to win competitive
games against classmates. It peaks during high school when about 75% of students admit to some sort of
academic misgivings.

 Research about cheating among elementary age children has shown that: There are more
opportunities and motivations to cheat than in preschool; Young children believe that it is wrong, but could
be acceptable depending on the task; Do not believe that it is common; Hard to resist when others
suggest breaking rules; Need for approval is related to cheating; Boys cheat more.

 Academic cheating begins to set in at the junior high level.

 Research about cheating among middle school children (Ages 12-14) has shown that: There is
increased motivation to cheat because there is more emphasis on grades; Even those students who say it
is wrong, cheat; If the goal is to get a good grade, they will cheat.

 According to one recent survey of middle schoolers, 2/3 of respondents reported cheating on exams,
while 9/10 reported copying another's homework.

 According to the 1998 poll of Who's Who Among American High School Students, 80% of the country's
best students cheated to get to the top of their class. More than half the students surveyed said they don't
think cheating is a big deal – and most did not get caught.

 According to surveys conducted by The Josephson Institute of Ethics among 20,000 middle and high
school students, 64% of high school students admitted to cheating in 1996. That number jumped to 70%
in 1998.

 Research about cheating among college students has shown the following to be the primary reasons
for cheating: Campus norm; No honor code; Penalties not severe; Faculty support of academic integrity
policies is low; Little chance of being caught; Incidence is higher at larger, less selective institutions.

 Additional influencers include: Others doing it; Faculty member doesn't seem to care; Required course;
No stated rules or rules are unclear; Heavy workload.

 Profile of college students more likely to cheat: Business or Engineering majors; Those whose future
plans include business; Men self-report cheating more than woman; Fraternity and Sorority members;
Younger students; Students with lower GPA's or those at the very top.

 Cheating is seen by many students as a means to a profitable end.

 Cheating does not end at graduation. For example, resume fraud is a serious issue for employers
concerned about the level of integrity of new employees.
What is a Virtue?
A virtue is a universal behavior that is recognized by people of many different cultures. Virtues are
necessary for every child’s happiness and well-being, and once they are learned, a child will follow
them for life.
We make sure that all of our students learn the following virtues:
Kindness, patience, hard work, confidence, independence, honesty, responsibility, creativity,
wisdom, perseverance, compassion, respectfulness, self-sufficiency, courage, helpfulness, grace,
courtesy, joyfulness, sociability, humility, curiosity, and gratitude and service.
Virtues such as these help to build a child’s character and inspire those around them to become
better people as well.

Developing Virtues
In Dr. Maria Montessori’s book, The Discovery of the Child, Dr. Montessori wrote, “She must acquire
a moral alertness which has not hitherto been demanded by any other system, and this is revealed
in her tranquility, patience, charity, and humility. Not words, but virtues, are her main
qualifications.”
To develop these virtues in our students, we expose them to various experiences and stories that
model each virtue and help them to understand how important each one is. Since our teachers are
role models to our students, our teachers display these virtues everyday in order to reinforce them.
Additionally, there is an emphasis on positive activities in order to prevent any negative character
traits from forming in our students. For instance, bad habits such as disorganization and laziness will
be quickly replaced by better habits, such as hard work or self-sufficiency.
Developing virtues helps a child to feel that they are leading a more purposeful life. In our
classrooms, children participate in practical life activities in order to learn virtues such as service
and helpfulness. Some examples of practical life activities that we use are teaching children to care
for their environment and collaboration between students, allowing an older student to help a
younger student.

Reinforcing Virtues at Home

Montessori parents understand that learning doesn’t start and finish in the classroom. Children are
constantly learning new things at all times, so each child’s learning experiences at school should be
cohesive with their experiences at home. A good way to form this cohesion is through strong
communication with your child’s teacher. It is essential for a parent to know when each virtue is
being taught in the classroom. For example, if your child’s teacher communicates that honesty will
be the virtue of the week, you could begin incorporating honesty practice at home simultaneously.
A good way to practice a virtue such as honesty is to use role play. Tell your child about a situation
that they can easily understand and give them several options of choices they could make if they
were put in that situation. Provide some choices that emphasize honesty more than other choices.
Explain the possible benefits and consequences of each choice to your child and allow them to
select the one that they believe is the best. In addition, explain to them why it is important to be
honest in all situations, especially at home and in school.

To be a student is to seek oneself to seeking knowledge. As with any activity, being a good
student requires certain virtues, or, to put the point negatively, it is harder to acquire
knowledge without certain traits of character. Abundant natural intelligence does not
guarantee the successful pursuit of knowledge. Uncultivated and unguided, it might just laze
or wander. Or, it could abet sophistry, creating specious concepts and systems of ideas for
fun or some unworthy goal. So what might the student’s virtues be?
Curiosity: the desire to find out the truth of the matter. Plainly, if we do not desire to learn, we
won’t be so fond of waking each morning and doing the hard work of inquiry.
Devotion: loving the activity of learning, or what sociologist Max Weber called the “strange
intoxication” of the scientist who knows that the “fate of his soul” depends on coming to the
correct idea. And we cannot be devoted to finding answers only to the questions that are
asked, but also to those questions whose apparent triviality leaves them unasked. This will
prevent orthodoxies from jelling. If we never want to stop — that is, if we understand that our
current answers are provisional — then we will not confuse the popularity of an opinion with
its veracity. It may be that what sounded like music was mere sound and fury.
Charity: the assumption of good intentions. If someone makes an argument, and he is not
running for Congress, we should take him to be making it because he thinks it is true, rather
than because it will earn him money or power. We should not, therefore, attack the characters
of people who think strange things. This is true even if we have good evidence that our
interlocutor is the mercenary lackey of a lying demon. Attacking people prevents us from
engaging with the argument’s substance and considering whether it is true in part. We should
also do what a friend of mine termed “steel-manning.” Instead of throwing flames at
scarecrows, we should dispute the tightest version of our opponent’s case, for the same
reason we should not attack him personally: Otherwise, we will not discover what is correct
about his actual point.
Courage: overcoming fear. It is always difficult to disagree, because ideas are personal. They,
along with things to which we cannot assent, comprise our identities. And they might be
wrong. We should therefore follow Aristotle, who describes his discomfort at introducing an
argument contrary to one of Plato’s: “Though we love both the truth and our friends, reverence
is due to the truth first.” This is hard, particularly when the friend disagreed with is an
especially close friend. But it is crucial for the student’s vocation, and also for friendship itself:
We shouldn’t let those we love languish in illusion.
I go through this exercise because I think it’s a popular view that professors ought only to
dispense information and facts. Of course, they may grade papers and chasten us for a weak
argument or a piece of misused evidence. But, in my experience, very little is said, in classes
or in the public statements of Yale’s leaders, about what differentiates a good from a bad
student — about, in other words, why someone would employ a weak argument or misuse
evidence in the first instance.
Now, the Yale Blue Book says that students should learn how to “think critically and
creatively.” Perhaps this statement reintroduces rather than answers the question of what
makes a good student — a good user of the intellect. But to the extent that it gives an answer,
it gives an incomplete one, because it does not demand that we consider the answers of our
peers and, especially, of the best of students past. It asks us to think with skepticism, rather
than the proper mix of skepticism and charity. Charity is different from submission. Rather
than mere acceptance, it demands that respect, in the form of an honest attempt at
apprehension, be given to the best answers of history’s greatest minds. Smith and Marx
thought a lot more about political economy than we have. Maybe they got things wrong. It is
arrogant, not to mention foolish, not to give their thought the thorough consideration its
complexity and care merit.
Learning is never finished, so we have to prepare to do it tomorrow. Just as a professor
teaching 19th-century Germany would have failed his students had he not mentioned
Bismarck, so too does any professor fail his students if he permits them to be incurious,
uncharitable, lazy and cowardly. We should hold our teachers accountable for both sorts of
tasks, as they should hold us accountable for failing to absorb the lessons of either.
Gandhi was famous for it. Your parents tell you to get it. And it’s our first core virtue.
We’re talking about integrity.
What Is Integrity?
The word integrity comes from same word as “integer” which is defined as “a whole
number, not a fraction.” This could be interpreted in a literal sense for people,
meaning that they are true to themselves constantly. They are not someone different
depending on wherever they are, they are always the same person. Some qualities of a
person with integrity are that their moral compass doesn’t waver and they consistently
do the right thing, even when no one is watching.
Integrity is being the same person everywhere you are.
Why Integrity Matters
If someone doesn’t have integrity, then they are someone who is “fake.” Even though
this can lead someone to have a few good times in school, this is bad for a couple
different reasons. For starters, if someone is “fake” then they are a person who can’t
be trusted. Not to mention, even if someone tries to live a certain way that is “fake,”
eventually it will catch up to them and the truth will come out. Having integrity pays
off in the long run, even if it’s not noticed immediately. People will begin to notice
and will begin to trust them more. Having integrity is less work now than trying to
break a bad habit later on in life.
What It Looks Like (or Doesn’t Look Like) in High School
In school, your integrity will be tested many different ways and times. However, there
are sorta three major areas that we identified where your integrity will be tested. First
of all, do not change your personality based on the audience. Don’t let others decide
the kind of person you will be. Secondly, be more committed to values than
reputation. This is probably the most difficult one to deal with. But if you start selling
your values for reputation in school, it will turn into a habit that could ruin your life.
Instead, establish a reputation based on your values. It may take a while, but people
will come to respect you for being firm in your beliefs.
Lastly, we have to have values to say “no” to drugs and alcohol. Almost every teen in
our modern times will encounter them at least once in their time at school. A common
excuse heard with them is “It makes ____ more fun.” No one needs drugs or alcohol
to have fun. Be strong and refuse them in school, because they have the potential to
seriously mess people up in their life, especially during the teen years when your brain
is still developing and be permanently damaged by drugs and alcohol.
 How to Get More Integrity
Integrity has to grow like a muscle. No one is born with integrity, and it’s not an easy
thing to establish. It comes from daily practice and doing right things. Three easy tips
someone can do in their life to help them get more integrity are:
1. Take an inventory. Be honest about where you have failed to have integrity.
Ask yourself what you should have done differently. Commit to doing that different
thing.
2. Set goals. Set a daily, weekly, and monthly “integrity goal” to make a habit of
doing the right things in your everyday life.
3. Surround yourself with friends who have integrity. It’s easier to do the right
thing when you have other people doing it with you.

What do you think of when you think of a joyful person? Are they always positive and
upbeat? Do they always seem to be smiling and loving life regardless of the situation
they’re in? Are they looking out for others and genuinely caring about how those
around them are doing? This little thing called joy is life changing, and the good news
is that everyone can have it.
What is Joy?
Joy can be really tough to define simply because most people view joy and happiness
as the same thing. Although they are closely related and can coexist, joy differs from
happiness in the sense that joy doesn’t depend on your circumstances or surroundings
in life. Joy should never waiver, whereas your level of happiness can change
drastically depending on any number of factors. To make it simple, joy comes from
the heart.
Joy is the love for life and those around you that can’t be dictated by an outside
source.
Why Does Joy Matter?
Having joy matters. Everyone goes through tough times in their lives. Some may have
more of a struggle than others, but we all will at one point be in a tough spot. Joy
matters because when you’re in these tough spots, you can always have that internal
“happiness” we’re defining as joy to keep you motivated and give you hope that, yes,
even though life can be tough there’s no reason not to love it and those around you.
It’s easy to be happy when life is going well. It’s those people who can keep smiling
and loving life even when they’re down that are truly remarkable. Joy is easy to spot
and is an attractive virtue to have in your arsenal. Who doesn’t want to be around a
joyful person? Joy also helps to eliminate a lack of self-confidence, which is a big
issue for many pre-teen and teens today.
What Does Joy Look Like?
A joyful person is easy to recognize, but they can express joy in many different ways.
In high school it’s easy to spot a joyful person because this person “loves life”
regardless of whether it’s that dreaded finals week or the highly-anticipated last day of
school. Everyone has bad moods on occasion, but in general joyful people are
spreading love and happiness all the time. Most people would consider their school’s
student body officers to be pretty joyful people because they’re usually outgoing and
generally seem to be in good spirits. While this is great, and those officers probably
are joyful, understand that you don’t have to be the extroverted type to have joy. Joy
can be expressed in several different forms.
In high school it’s easy to spot those who may lack joy. Be on the lookout for these
kids, help them out, be there when they need someone. Often many who turn to the
use of drugs or alcohol are trying to fill a void in their life as well as trying to escape
from reality. Those who turn to these escapes are usually experiencing a lack of joy in
their lives. Keep your eyes open for those who seem to be turning to drugs and
alcohol as a last resort and try to help in any way you can.
How to Be More Joyful
It can be tough to point to one thing and say that it is the root or the cause of joy. Joy
mainly stems from your love of yourself first. We’re not talking about pride, but about
valuing yourself. If you don’t love yourself, it’s going to be hard to love others and be
happy while doing it.
Another, more proactive way to increase joy is to relax and de-stress once in awhile.
Don’t overload yourself with too many tasks and responsibilities. You can only
handle so much in your daily life, and overstressing about little things is going to put a
strain and limit how joyful you will feel.
Another key to joy is prioritizing what really matters to you Identify the most
important people and goals in your life and make them your top priorities. You’ll
realize that if you focus on these things, life gets a little less stressful and a little more
enjoyable.
The list of actions you can take to “attain joy” can go on forever, but the overall idea
is that you should focus on what’s important in your life and try to love yourself for
who you are and what you have, not for who you aren’t and for what you don’t have.
Three Tips on How to Get Joy
Here are three tips on how to get more joy.
 Identify the top priorities in your life and focus on those things. Don’t stress
over the little things. Ask yourself what “little things” you currently stress about in
your daily life and how you can eliminate that stress.
 Surround yourself with joyful people. It’s a lot easier to have joy when
you’re surrounded by joyful people. Identify and seek out those joyful people in your
life.
 Give back. Giving back to others (loving others) generates self-confidence and
joy within yourself. In other words, give joy to get joy!

You know when people make you so mad you want to give them a nice slap across
the face, but you don’t? Congratulations! You have some self-control, which is this
topic’s core virtue.
What is Self-Control?
Self-control is choosing what’s right when you’re tempted not to. You have to resist
and ignore your initial impulses and have the ability to stop yourself before reacting
inappropriately in a given situation. It’s learning to control your feelings toward
certain things like anger or bad habits. Self-control can help you to remain effective in
difficult times when you are feeling tempted to do something you know you shouldn’t
do.
Why Does It Matter?
Having self-control is important in that it will keep you out of trouble. If you don’t
have self-control, you may run your mouth off at someone or do something else
rashly. Without self-control, you’re going to give in to your temptations to eat too
much junk food, look at porn, or give in to peer pressure and use drugs or alcohol.
Everyone struggles with temptations, but people who learn self-control can fight
them. Self-control will also better your relationships with people, and they will respect
you more because of your self-control.
What It Looks Like in High School
In high school, the way to show your self-control is to not punch that kid who may
really really deserve it and to walk away instead. It’s sticking to your values when you
are being tempted by your addictions and bad habits, being strong enough to not give
in to the things you struggle against. In friendship, having the self-control is not
saying something to put down your friends even if they have put you down in some
 way. If you get fouled in sports, self-control is when you don’t look for revenge but
instead shake it off and keep playing.
Takeaway
Use these three steps to improve your self-control:
1. Take a timeout. When you’re frustrated, take a moment to cool down before acting on
anything. Gather your thoughts and think of an appropriate way to handle the situation.
2. Zoom out. Look at the bigger picture in and realize that this one event isn’t all there is.
3. Exercise. Practice self-control in small situations so that when in big situations come, you’re
ready.

Ownership means taking responsibility for your part. It means holding yourself
accountable for the things that you did (or didn’t do!) and not blaming anyone else.
One important part of taking ownership is recognizing when you have made a mistake
and taking the steps to fix it.
Why Taking Ownership Matters
Taking ownership is an important skill. When you don’t have ownership, it could hurt
you in your life now or when you are an adult. Not owning up to your actions and
pointing fingers makes people lose respect for you. It’s not fun to be around people
who are always blaming others for their mistakes. When people don’t take ownership,
they often run from their problems. Not being able to take responsibility for your
actions can hurt others, too.
What It Looks Like (or Doesn’t Look Like) in High School
Taking ownership in high school can come in many different forms. Maybe it’s
realizing that you got a bad score on your test because you didn’t study, not because
the teacher didn’t teach it right? Or maybe it’s recognizing that you had a role in the
fight between you and your parents – it’s not just they who are at fault. Whatever it
looks like, taking ownership now is important so you can apply it later on in life.
How to Take Ownership
It is natural to play the blame game, so learning to have ownership might take a while.
Here are the ABC’s of learning to take ownership:
1. Admit where you finger-point. Evaluate an area of your life where you could
be taking more ownership.
2. Balance your perspective by looking at a situation from more than one angle.
Try thinking about the situation from someone else’s point of view.
3. Commit to stop making excuses in at least one area of your life.
Many people want to be successful and one of the best at what they do. Why, then, do
we see people settle for “just okay?” Why have a dream if you’re going to do nothing
to live it? We need diligence.
What Is Diligence?
A simple way to define “diligence” is that it is always working hard and never giving
up. If you’re a diligent person, then you are persistent toward your goals. You know
what you want and where you want to be, so you do everything in your power to reach
your goals.
Diligence is working hard and never giving up.
Think of diligence as breaking through the ceiling of what you believed to be your
limit.
Why It Matters
Diligence is important because it builds good habits that you will carry  throughout
your entire life. When you work hard at something and you find success through it,
you feel a sense of accomplishment which will make all the hard work pay off. If you
want to be successful in life, then the only way to get there is through putting in the
work. This will help show the best version of you to yourself and to the world.
What It Looks like in High School
In high school the people that are diligent are those who work hard to get good grades
and to succeed in sports, music, or whatever else they have committed to doing. They
study for their test instead of cheating on them. When they miss a day of class they get
the work they missed and do it themselves. They don’t copy someone else’s work. In
sports, they are the ones that don’t stop during conditioning because they’re tired. In
music and art, they’re the ones who are staying up late practicing or putting in extra
hours outside of class or band time.
How to Be More Diligent
To become more diligent there are three simple things you can do.
First, don’t procrastinate. Know what you need to accomplish each day and make sure
it happens.
Second: Set goals of what you would like the accomplish. More specifically, set a
long-term goal as well as some short-term goals that will help you reach your overall
goal.
Third: push yourself. In every situation there is an easy way out. Choose the hard way
because in the long run the hard stuff is what will strengthen you by building your
skills and character. You’ll be better off for it in the long-run.
What do Dumbledore, Gandalf, and Yoda all have in common? Aside from having
awesome powers, they are all iconic figures of wisdom, and that’s what we’re talking
about: wisdom (not awesome powers, sorry).
What is Wisdom?
Wisdom is something that is hard to define, but easily recognizable. Think of “words
of wisdom” you have received in your life or heard, like: “Do or do not, there is no
try,” or, “Don’t forget to put on clothes before you go to school today.” Here’s our
definition:
Wisdom: Knowing what’s right and acting on it.
Wisdom is traditionally associated with decision-making and is often confused with
knowledge. Knowledge and wisdom are not the same thing. A knowledgeable person
and a wise person can know the same amount, but a wise person knows the right thing
to do with what he or she knows. Knowledge is learning from your mistakes and
wisdom is learning from others’ mistakes.
Why Does Wisdom Matter?
Wisdom is a lifelong, important skill. For starters, wisdom not only helps with making
good decision, but it helps you not make bad decisions. In a more practical sense,
wisdom is a desirable trait to many employers. Using wisdom can help you enjoy life
more. It will prevent you from becoming caught up in the silly things.
Can High Schoolers Be Wise?
Update: you don’t have to be a hundred years old to have wisdom. You can display it
in small ways in your everyday life that don’t require years of gathering life
experience.
A way to show this is by being patient and thinking through your actions and how
they could affect you and those around you long-term. Ditching class with your
friends is more fun than sitting through a boring lecture, but is it really the wisest
thing to do? Look at the big picture: High school is only four years of your life, so
there’s no need to get caught up in every little thing that upsets you. You don’t have to
be old to be wise. Just be patient and thoughtful. Even high schoolers can do that!
[Related: Patience]
How Can I Get More Wisdom?
First of all, be patient. Wisdom begets wisdom and is not just something that you get
in a single day, month, or year. Secondly, be open to lessons that life will teach you.
Especially during high school. It’s a defining time. Thirdly, we came up with a little
acronym to help you display more wisdom in your everyday life. When making a
decision, remember to be WISE:
W: Wait – don’t rush into any major decision.
I: Inspect – what is your “good angel” on your shoulder telling you?
S: Select –  Make your best decision, and take ownership of it.
E: Encode – Remember this for next time you need to make a decision.
Don’t feel like you have to be a fountain of wisdom to everyone. You’re just in high
school and most likely going to mess up at some point. That’s totally cool! Be mindful
even when you do mess up. Think about where you went wrong and how you could
do better next time. See? You’re probably already feeling a little wiser.

Picture your favorite movie or TV show. Now image if none of the characters had the
courage to battle the aliens, stand up for what was right, or go after the person they
love? Boring, right? Thankfully our favorite characters are all full of courage – and
there’s a reason we all  like to watch movies and shows about brave characters. Being
brave is hard, but we all know deep down we should have courage.
What Is Courage?
An easy way to define courage is to say that it is facing your fears when you want to
run. When people are pressuring you to do something against your values, you have
the courage to stand up to them and stay true to yourself. Courage is also simply
stepping out of your comfort zone and trying new things.
Courage is facing your fears when you want to run.
Why It Matters
Courage matters so that you can stay true to your beliefs and stand up for yourself.
With courage you can accomplish things that you don’t like or are afraid of. Don’t let
fear stop you from doing something extraordinary. You will experience so much more
if you do so! Being courageous also helps you to be a truth-teller. It takes guts to be
honest when you’ve messed up and take ownership of your mistakes.
What It Looks like in High School
Having courage in high school can be as simple as asking someone on a date or giving
a presentation in front of the class. It can also be as hard as being yourself and
standing up to someone when they’re doing something you know they shouldn’t be
doing. It takes a lot of courage just to show up to school if school is a difficult place
for you.
 How to Be More Courageous
Here are three simple steps to help you be more courageous:
1. Identify where you are lacking courage and where you’re strongest at it.
2. Try new things. Start small, even if it’s just ordering something different at a
restaurant. Step out of your comfort zone.
3. Stand up for beliefs. It takes courage to stay true to yourself when others don’t
want you to.

We got a group of students together to talk about respect. It’s a word we hear all the
time, but what is it and why does it matter?
What Is Respect?
Respect is valuing someone as a human being.
This doesn’t mean that you always have to agree with them, but you should still be
polite to them. There is a difference between showing someone respect and having
respect for someone. Showing someone respect is something you should extend to all
people, but you don’t necessarily have to like them in order to show them respect.
Having respect for someone means that you admire them and their accomplishments.
Having respect for someone is earned, and it is often unspoken.
Why Respect Matters
Respect matters because it will help you get along with others. When you show other
people respect, it makes them want to respect you even more. But when you don’t
show others respect, it makes it hard to respect yourself. In order to show yourself
some respect, you have to be willing to show others respect. If we don’t respect other
people and their opinions, we will become selfish.
What It Looks Like (or Doesn’t Look Like) in High School
Whether it be your teachers, parents, or peers, being respectful to everyone is
important in high school. It could mean paying attention to your teachers and doing
the work that they assign you. It could mean following your parents’ rules, even if you
don’t like those rules. It could be listening to someone else’s side of the argument
before arguing your side. Even though not everyone deserves it, treating someone
with respect is an important skill that everyone needs.
How to Show Respect
Even if you don’t agree with someone, it is good to show them respect. Here are three
tips to do that:
1. Listen. It is always good to listen to whatever someone has to say. Listening is
the easiest way to show someone respect.
2. Encourage. Encouraging others helps them feel important and respected. This
can be as simple as saying a few uplifting words or even a smile.
3. Be Helpful. If someone you know is struggling, it is always good to lend a
helping hand. Even if they are not your favorite person in the world, it is good to show
your respect by giving them some assistance.

What Does it Mean to Have Patience?

An easy way to think of patience is waiting for something to happen. The key word is
waiting. It doesn’t necessarily need to be for something good, it’s just harder to wait
for good over bad.
Having patience is also a state of endurance under difficult circumstances, you may
have to be patient and wait for the wounds to heal. True patience is waiting without
complaining.
Patience is endurance, often under difficult circumstances, and hopefully without
complaining.
Why Does Patience Matter?
Patience is an important part of all relationships. There are going to be times when
you need to be patient with people, and if you’re not, you might lose that person’s
trust and friendship. If you can’t be patient, you’ll often find yourself stressed.
Patience brings peace. When you have patience, it shows maturity. People will respect
that.
What Patience Looks Like
A good example of patience is in sports. You may have to exercise patience and wait
for a spot on the varsity team. Patience is really needed everywhere if you think about
it. You even need it walking through the school hallways. There’s always people who
walk in line too slowly and you just can’t seem to get around them. Another good
example is with little siblings, who can really test your patience because they know
how to get under your skin.
Three Tips on How to Get More Patience
 Understand. Patience is a two-way street.
 Practice gratitude. When you have to wait just, think what you are thankful
for that you have right now.
 Embrace the uncomfortable.